Transforming Piano Tuition: A Cross-Arts Approach Inspired by 'Peter and the Wolf'
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| Title: | Transforming Piano Tuition: A Cross-Arts Approach Inspired by 'Peter and the Wolf' |
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| Language: | English |
| Authors: | Wei-Chen Wu, Ming Turner, Chia-Han Yang |
| Source: | Journal of Interdisciplinary Studies in Education. 2025 14(2):151-175. |
| Availability: | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Music Education, Elementary School Students, Elementary School Teachers, Music Teachers, Interdisciplinary Approach, Parents, Action Research, Teaching Methods, Multimedia Instruction, Integrated Curriculum, Story Reading, Movement Education, Visual Arts, Art Education, Academic Achievement, Student Attitudes, Student Motivation, Drills (Practice) |
| Geographic Terms: | Taiwan |
| ISSN: | 2166-2681 2690-0408 |
| Abstract: | This study explores the impact of interdisciplinary pedagogies combining music and other art forms on elementary piano students. Using action research, we assessed eight students and their parents through pre-, post-, and follow-up tests (June 2022-May 2023). The intervention incorporated story narratives, movement, music creation, and visual art, with data from field notes, diaries, video recordings, focus groups, and surveys. Qualitative data were analyzed through theoretical coding, and quantitative data via descriptive statistics. Results showed positive outcomes, particularly in addressing home practice challenges. This study underscores how interdisciplinary approaches reshape student attitudes, enhance learning outcomes in music education, and foster a sense of accomplishment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459876 |
| Database: | ERIC |
| Abstract: | This study explores the impact of interdisciplinary pedagogies combining music and other art forms on elementary piano students. Using action research, we assessed eight students and their parents through pre-, post-, and follow-up tests (June 2022-May 2023). The intervention incorporated story narratives, movement, music creation, and visual art, with data from field notes, diaries, video recordings, focus groups, and surveys. Qualitative data were analyzed through theoretical coding, and quantitative data via descriptive statistics. Results showed positive outcomes, particularly in addressing home practice challenges. This study underscores how interdisciplinary approaches reshape student attitudes, enhance learning outcomes in music education, and foster a sense of accomplishment. |
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| ISSN: | 2166-2681 2690-0408 |
