Abstract
Piano instruction—composition, arrangement and tutoring has been a pivotal part of music education. Several countries across the globe have encapsulated it into curriculums and syllabi. Its benefits span several genres of music. It has been part of music education at the tertiary level in Ghana but has not received enough attention and is also faced with several challenges. The study sought to examine the piano playing proficiency among tertiary students within the Ghanaian context and the various factors responsible for the challenges faced and propose contextual interventions to address the issue. The study made use of the qualitative methodology. The instruments used for data collection were semi-structured interviews and participant observations. It was evident that piano playing among tertiary students needs rapt attention in terms of tutorials, well-equipped studio space and competent personnel to handle the tutelage. It is recommended that stakeholders shift the focal lens to piano playing proficiency in music education students as one of the requirements for graduation.
Highlights
Music education at the tertiary level has yielded a tremendous impact both locally and internationally (Brown, 2013)
Music education at the pre-tertiary level in Ghana is at the fringes of art education (Wiggins & Wiggins, 2008)
In conclusion, my findings are in significant ways symptomatic of the general picture of the lack of proficiency in piano playing amongst most music students at the tertiary level in Ghana
Summary
Music education at the tertiary level has yielded a tremendous impact both locally and internationally (Brown, 2013). In Ghana, it has produced musicians, and composers of a global benchmark such as—Rev. Newlove Annan, James Varrick Armaah and many others. Music education at the pre-tertiary level in Ghana is at the fringes of art education (Wiggins & Wiggins, 2008). The major aim is to equip learners with the requisite background and expertise before enrolling on tertiary programmes (Amenyah, 2017). Most of the schools do not teach it due to the lack of specialist teachers (Wiggins & Wiggins, 2008)
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