Perceptions and Teaching Practice on Musical Imagery Training among Chinese Piano Teachers

Abstract

This study investigates the perceptions and teaching experiences of Chinese piano teachers regarding the integration of musical imagery training in piano teaching. Through a qualitative research design and purposive sampling, twelve piano teachers participated semi-structured interviews and class observations. Subsequently, three participants implemented the most musical imagery training strategies were invited in the second round of interviews and observations. Eight strategies related to musical imagery training were identified, categorized into notational audiation, inner ear, and mental rehearsal. The implementation process involved three key steps: thinking, communication, and experience, Notably, a multi-strategy combined approach was favored. The four strategies—breaking down music, listening to recordings, performing with eyes closed, and visualizing successful performances—were frequently applied. However, this study revealed participants’ limited familiarity with musical imagery training, leading to sporadic incorporation into teaching practices. It emphasizes the need to enhance teachers' comprehension of musical imagery for effective integration into piano pedagogy.