Children’s feelings about piano performances across a year of study

Ryan, Charlene; Boucher, Hélène; Ryan, Gina

doi:10.1177/02557614211066342

Cited by 4 publications

(3 citation statements)

References 43 publications

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“…Music education in China is primarily aimed at the development of creative skills, all-round development of students, and achievement of professional level of musical skills (Wan, 2022 ). The learning process is based on studying the characteristics of world music, its history, considering musical genres and styles, and the work of famous musicians (Ryan et al, 2022 ). The acquisition of musical knowledge is based on a comprehensive approach, which involves identifying the relationships between different types of creativity, which affects the development of a student’s thinking (Williams & Trakarnrung, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The role of a teacher in modern music education: can a student learn music with the help of modernized online educational technologies without teachers?

Yao

2023

Educ Inf Technol

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Music education is aimed at the development of musical abilities, emotionality during the performance of musical compositions, and all-round development. The aim of the article is to determine the possibilities of schoolchildren obtaining musical knowledge with the help of modernized online technologies, as well as to determine the importance of a teacher in modern music education. The indicators were determined by a questionnaire, the data collection for which was done using a Likert scale. Initially, the paper identified approaches to teaching students prior to the study. The results showed that more emphasis was placed on the use of book-based theoretical materials (46%), which allowed only 21% of students to achieve a high level of knowledge. The use of information technology was common among 9% of students, which allowed 76% of students to achieve high results, which is based on acquiring knowledge in a shorter time. The authors concluded that it is necessary to provide improved stages of learning, which will expand the use of modernized technology. Work on the theoretical basics of piano playing can be implemented with the Vivace app; Flow app helps one to work on sound features; Functional Ear Trainer app is about developing rhythm and hearing; and Chordana Play app helps one to work on a piece of music. After training, by calculating the coefficient of effectiveness, it was found that students in group #1 (0.791), who mastered the skills of playing the piano according to the developed training stages and without a teacher, showed the quality of acquired knowledge lower than students in group #2 (0.853), who were trained under the direct influence of a teacher. The data obtained confirm the high quality of learning in the groups, as the educational process was built with the correct distribution of workload and providing opportunities for the development of musical skills. It is established that the students of group 1 to a greater extent developed independence (29%), and group 2 was good at the accuracy of musical tasks’ sequence (28%). The practical significance of the work is based on the possibility of transforming the music learning system with the help of modern technology. Prospects for the study can be based on a comparison of the quality of teaching the piano and vocal training, excluding the participation of a teacher in the learning process.

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Section: Introductionmentioning

confidence: 99%

The role of a teacher in modern music education: can a student learn music with the help of modernized online educational technologies without teachers?

Yao

2023

Educ Inf Technol

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“…Research on preschoolers indicates that anxiety can be felt from the first performance and has both innate and learned components (Boucher & Ryan, 2011). It is worth noting that MPA in elementary school students has received more attention in recent years (Allen, 2013; Ryan, 2005; Ryan et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Music performance anxiety in children 9−12 years old in a music program

Tardif,

Boucher,

Lane

et al. 2023

Psychology in the Schools

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Music‐intensive school program are one way of enhancing arts‐education in public schools. Elementary school students enrolled in a music‐intensive program are exposed to several stress factors that could contribute to development of music performance anxiety (MPA). This study aims to describe MPA manifestations as reported by 164 students from 9 to 12 years of age taking part in a music‐intensive school program, and to identify what may contribute to its development. Data were collected using a sociodemographic questionnaire, and the French version of the Music Performance Anxiety Inventory for Adolescents. Although it was expected that being involved in an intensive music program would bring students to report higher levels of MPA, results showed moderate levels of MPA. In addition, girls reported significatively more manifestations of MPA than boys. The MPA level also vary according to the origin of the registration in the program (child's request or parents' suggestion), and the cycle. Indeed, cycle 2 students reported significantly less MPA than cycle 3 students when the request to participate in the music‐intensive program came from the child. Findings provide useful key points that should be considered for both practitioners and researchers.

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“…The increased number of piano learners, examinees, and their parents has made the APGE the primary choice to verify the learning outcomes and teaching effectiveness (Xiong, 2019). In addition to serving as an assessment tool, the music examination serves as a performance platform, giving children the opportunity to demonstrate the abilities they have acquired and to perform a musical composition for an audience (Ryan et al, 2022). Therefore, the present study situates its investigation within the context of the graded examination system.…”

Section: Introductionmentioning

confidence: 99%

A Phenomenological Study of the Learning Issues and Teaching Strategies in Piano Teaching in China

Zou,

Wang

2023

MJSSH

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In China, many young piano learners below the pre-college level would take graded examinations to validate their learning outcomes, however, scholars and pedagogues acknowledge there is an existing discrepancy between grade achievement and actual playing abilities. The current study scrutinizes the learning issues of the students in this context and the teaching strategies applied by the teachers. This study employed a qualitative approach, and a semi-structured interview was conducted with twelve piano teachers, and lesson observations were conducted during their lessons with one of their students. Interpretative Phenomenological Analysis (IPA) was carried out based on the interview data and the content analysis was conducted towards the observation data. The findings demonstrated that the students suffered from five aspects of learning issues, namely music reading, skill acquisition, memorization, interpretation, and performance anxiety. To resolve those issues, the teacher participants addressed 13 common teaching strategies. However, after the data triangulation it was found that there was inconsistency in monitoring of students’ learning progress in accordance with the strategies presented by the teachers; under the context of the graded examination preparation, memorization, interpretation, and performance anxiety were among the critical issues.

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Children’s feelings about piano performances across a year of study

Cited by 4 publications

References 43 publications

The role of a teacher in modern music education: can a student learn music with the help of modernized online educational technologies without teachers?

The role of a teacher in modern music education: can a student learn music with the help of modernized online educational technologies without teachers?

Music performance anxiety in children 9−12 years old in a music program

A Phenomenological Study of the Learning Issues and Teaching Strategies in Piano Teaching in China

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