Most of music education students who learn piano in Indonesia play the instrument based on teachers' instructions. Teacher-centered approach is commonly found in the learning process in which materials and strategies are determined by the teachers. Fortunately, such learning model is not found in Adorakids Music as one of music learning centers in Bandung. This is due to learning approach by encouraging students' participation in their learning process. Therefore, this study aims to investigate a student-centered approach employed in Adora Kids Music. A descriptive qualitative was chosen as a research design. Meanwhile, data were collected through several instruments namely: interview, observation, and document analysis. Some stages to analyze the data were done through describing, reducing, triangulation, until presenting the data. The results of this study refer that during the learning process, the teacher used student-centered approach through implementing some strategies: discovery learning, exploration, collaboration, and self-evaluation. To develop learning material, the teacher consider students' need and interests so that all components in learning process including learning, method, media and model were also made appropriately with the students' need. Keywords-student-centered learning; learning; piano The student centered approach is closely related to the development of students' interests and creativity. Student interest can be created [2]. The development of student interest

This study examines the power of critical thinking to produce music creative teaching performance. The study participants were twenty music teachers who had participated in teaching music training, based on twenty-first century learning practices, with the desired peak of achievement targeted at improving their creative music teaching capabilities. It is a regression study. The research methods used were intended to test the strength of the participants' critical thinking to encourage and strengthen their creative teaching skills. The results showed that critical thinking has an advantage in producing creative teaching abilities, especially in the ability of teachers to manage teaching materials that triggered their students' musical creativity.

The research examines the advantages of collaborative learning for creating ensemble rhythmic music. The primary objective was to scan the collaborative learning process in the creative process of creating rhythmic ensembles. The research method used is a quasi-experimental, ex post facto study, comparing the learning outcomes of rhythmic music creation before using collaborative learning and after using collaborative learning, involving 28 students. The results reveal that collaborative learning had a positive effect on the creation of rhythmic music ensembles, measured using the Wilcoxon Signed Ranks Test. The comparison results indicate that there is a significant difference before and after the treatment (sig = 0.000 <0.05). In fact, there is a significant increase from an average number of 40.0 prior to the treatment to 80.71 following the treatment.