Pupil-Centred Learning in Piano Lessons: An Evaluated Action-Research Programme Focusing on the Psychology of the Individual

Abstract

Despite evidence that piano teachers recognise the importance of psycho- logical and emotional factors in the piano lesson, there is very little research or discussion about these factors in the profession. The conventional style of piano lesson is highly teacher-directed, the pupil being seen as a subordinate, dependent learner. This study drew on developments within the psychology of education on pupil-directed learning, on negotiated learning and on the emotional aspects of education and found that the lesson style of four pupils of secondary school age was easily adaptable to allow for the heightened awareness of psychological and emotional factors. This resulted in increased enjoyment, interest, positive attitudes, motivation and progress for three pupils, and in a better teacher-pupil relationship for all four pupils. "All attempts to educate must fain be full of mistakes, and when one realises it is the growing child who suffers more than his teacher, it fills one with apprehension. But... if we face this fact with all humility and an ever- readiness to adjust, the child, sensing this empirical approach guides us himself, and the errors are less fatal, the co-operation of spirit more certain, and the joy of teaching a wonderful thing." (Menuhin, 1969)