Music Students Research Articles

Development of Chaoshan Folk Songs Piano Teaching Guidebook For Freshmen Students

This research aims to explore the historical and cultural background, as well as the musical characteristics of Chaoshan folk songs, and to use this knowledge to develop a piano teaching guidebook. Chaoshan folk songs, originating from the Chaoshan region of Guangdong Province in China, are an important part of the region’s cultural heritage. They are known for their distinctive melodies, expressive lyrics, and unique performance styles. The first objective of the research is to delve into the historical roots and cultural significance of these songs, identifying key musical elements that define their structure and sound. Building on this foundation, the second objective is to develop a piano teaching guidebook tailored specifically for instructing Chaoshan folk songs. This guidebook will provide a systematic approach to teaching these songs, incorporating traditional techniques and modern pedagogical methods. Finally, the third objective is to implement the guidebook in a classroom setting and evaluate its effectiveness. By conducting a teaching experiment, this research will assess how well the guidebook enhances students' understanding and performance of Chaoshan folk songs on the piano. The evaluation will focus on student progress, engagement, and overall satisfaction with the learning experience. This research seeks to contribute to preserving and promoting Chaoshan musical traditions while providing a valuable educational resource for piano instructors.

On the relationship between music students' negative emotions, artificial intelligence readiness, and their engagement.

This study explored the relationship between negative emotions, engagement, and artificial intelligence (AI) readiness among 323 music students. The researchers employed SPSS (version 27) and AMOS (version 24) for analysis using the Emotion Beliefs Questionnaire (EBQ), the Students' Engagement Questionnaire, and the Artificial Intelligence Readiness Scale. Structural Equation Modeling (SEM), along with reliability analysis, correlation, and Multiple Linear Regression, was applied to understand the data. Findings indicate that negative emotions and AI readiness are interrelated with student engagement. Music's emotional impact can influence how students manage their feelings and engage with AI technologies. For instance, individuals who are more prepared for AI integration may leverage these tools to manage their emotions more effectively, which in turn could lead to enhanced music performance, though the specific mechanisms connecting these factors need further clarification. Consequently, high AI readiness can lead to greater engagement with digital learning platforms, potentially benefiting emotional regulation and academic achievements.

Addressing Music Performance Anxiety in College Musicians With Mindfulness, Entrainment, and Non-Sleep Deep Rest: A Literature Review

The increasing percentage of college musicians living with mental illness and anxiety, specifically music performance anxiety (MPA), suggests the need for an anxiety reduction program to be instilled within university programs. Using entrainment as a grounding framework, the purpose of this literature review was to synthesize research on mindfulness, entrainment, and non-sleep deep rest (NSDR) to propose that such protocols could offer potential benefits for increasing focus and reducing MPA in college music students. I concluded with proposing that there may be potential for studying the effects of mindfulness, entrainment, and NSDR practices simultaneously.

An Investigation of the Quality of Preschool Piano in Weifang

Objective: The study aimed to assess the quality of preschool piano education in Weifang, examining its goals, content, and learning outcomes. It also explored ways to enhance teaching efficacy through improved curricula, resources, and methodologies. Theoretical Framework: The theoretical framework for this study is grounded in educational and developmental theories, emphasizing the role of early childhood music education in fostering cognitive, emotional, and social development. It draws on the principles of constructivism, which highlight active learning through engagement and interaction, and Howard Gardner's theory of multiple intelligences, particularly the musical-rhythmic and bodily-kinesthetic intelligences. These theories support the idea that quality piano education can enhance preschoolers' overall development and learning outcomes. Method: The study employed a mixed-methods approach, combining quantitative and qualitative methods to gather comprehensive data. Questionnaires were administered to parents and piano teachers to collect quantitative data on their perceptions of the quality of preschool piano education. Additionally, interviews with teachers and parents provided qualitative insights into teaching methodologies, challenges, and outcomes. Data were analyzed using descriptive statistics for quantitative data and content analysis for qualitative data, ensuring a thorough understanding of the research problem. Results and Discussion: The study found that preschool piano education in Weifang met expectations, contributing to children’s cognitive, emotional, and social development. It enhanced skills like discipline, confidence, and creativity. Challenges included limited resources, inconsistent teaching methods, and rising demand impacting quality. The findings highlight the need for improved curricula, resources, and teacher training to sustain high-quality instruction. Research Implications: The study underscores the importance of prioritizing quality in preschool piano education by revising curricula, improving teaching resources, and standardizing methodologies. It highlights the need for professional development programs to equip teachers with effective strategies. These implications extend to policymakers, educators, and curriculum developers, emphasizing the role of structured and resourceful piano education in fostering early childhood development. Originality/Value: This study contributes to the existing body of research by focusing on the quality of piano education for preschoolers, a relatively underexplored area in early childhood music education. Its mixed-methods approach provides valuable insights into improving teaching practices, curricula, and resources. The findings offer practical recommendations for enhancing preschool piano education, benefiting educators, parents, and policymakers alike.

Decomposition of a complex motor skill with precise error feedback and intensive training breaks expertise ceiling

Complex motor skills involve intricate sequences of movements that require precise temporal coordination across multiple body parts, posing challenges to mastery based on perceived error or reward. One approach that has been widely used is to decompose such skills into simpler, constituent movement elements during the learning process, thereby aligning the task complexity with the learners’ capacity for accurate execution. Despite common belief and prevalent adoption, the effectiveness of this method remains elusive. Here we addressed this issue by decomposing a sequence of precisely timed coordination of movements across multiple fingers into individual constituent elements separately during piano practice. The results demonstrated that the decomposition training enhanced the accuracy of the original motor skill, a benefit not achieved through mere repetition of movements alone, specifically when skilled pianists received explicit visual feedback on timing error in the order of milliseconds during training. During the training, the patterns of multi-finger movements changed significantly, suggesting exploration of movements to refine the skill. By contrast, neither unskilled pianists who underwent the same training nor skilled pianists who performed the decomposition training without receiving visual feedback on the error showed improved skill through training. These findings offer novel evidences suggesting that decomposing a complex motor skill, coupled with receiving feedback on subtle movement error during training, further enhances motor expertise of skilled individuals by facilitating exploratory refinement of movements.

A REVIEW ON PIANO PERFORMANCE TEACHING STRATEGIES BASED ON THE UBD MODEL

This study is to reflect on the current problems in piano performance teaching practice, find a breakthrough solution to improve the quality and efficiency of piano performance teaching, and try to apply the UbD (Understanding by Design) model to piano performance teaching. This article aims to review the literature on how the UbD model has been applied to the design and practice of piano instruction in higher education. The main focus is on the literature related to piano performance teaching in Chinese universities of higher education since the 20th century and on the theoretical studies of UbD. It provides a theoretical basis for the application of the UbD model in piano teaching in higher education.

The Application of XAPT-based Blended Learning in Piano Courses for Non-Piano Majors in Qinghai Region

Background and Aim: Higher education is undergoing profound changes due to advancements in technology and evolving educational strategies. Although traditional face-to-face teaching remains valuable, blended learning has emerged as a significant trend in global education. This approach enhances the interactivity and personalization of learning by integrating various pedagogical tools and methods. In music education, especially piano teaching, technological advancements, including computer technology and AI, are driving innovation. The incorporation of music software and AI technology offers students a richer and more tailored learning experience, addressing the limitations of traditional teaching methods. Digital-age online music education tools, such as XAPT, provide real-time feedback and personalized advice to piano learners, effectively supporting and complementing traditional teaching approaches and enabling truly personalized education. This study investigated the impact of XAPT-based blended learning compared to traditional piano instruction on student achievement in sight-reading, rhythmic accuracy, and touch-key skills within a piano course designed for non-piano majors. The primary goal was to assess whether the XAPT-based blended learning approach was more effective than traditional one-on-one piano instruction in enhancing student performance across these three skill areas. Materials and Methods: At the College of Arts, Qinghai Minzu University, 69 non-piano sophomore students were recruited for this study. They were divided into two groups: the control group, which received traditional one-on-one piano instruction, and the experimental group, which underwent a hybrid teaching method based on XAPT. After 6 weeks of instruction, both groups evaluated their performance in sight-reading, rhythmic accuracy, and touch-key skills to determine the effects of their respective teaching methods. Results:The results indicate that XAPT-based blended learning significantly enhances students' performance in sight-reading, rhythmic accuracy, and touch-key skills. Compared to traditional one-on-one piano lessons, this blended learning approach offers greater flexibility in practice, leading to improved scores in piano lessons. Conclusion: These findings align with existing research and suggest that the XAPT blended learning approach can enhance non-piano students' performance in sight-reading, rhythmic accuracy, and touch-key skills in piano lessons to some extent.

Hybrid models of piano instruction: How combining traditional teaching methods with personalized AI feedback affects learners’ skill acquisition, self-efficacy, and academic locus of control

Hybrid models of piano instruction: How combining traditional teaching methods with personalized AI feedback affects learners’ skill acquisition, self-efficacy, and academic locus of control

Psychiatric diagnoses of professional musicians: Results of an outpatient service specializing in musicians’ health

Professional musicians are often confronted with multiple profession-related stressors, which may be associated with an increased risk of mental strain, but empirical evidence focusing on clinical samples of musicians is limited. The aim of this study was to examine clinically confirmed mental disorders and personality accentuations in musicians attending a musician-specific outpatient service, to better understand how occupational and person-related stressors may impact their mental health. We performed a cross-sectional secondary data analysis of diagnoses and sociodemographic data of 678 professional musicians (including music students) that were routinely collected in the outpatient clinic. Of the 678 patients, 110 (16.2%) received a tentative psychiatric diagnosis, and 46 presented themselves to the psychiatric outpatient clinic for extensive diagnostics (using ICD-10 and SKID-II). In these 46 musicians, depression (39%) and music performance anxiety (26%) were the most frequent diagnoses, followed by adjustment disorders (13%) and somatoform disorders (11%). Twenty-eight percent of the sample fulfilled the criteria of either a personality disorder or accentuation. The frequency rates emphasize the importance of targeting the mental health of professional musicians with preventive and therapeutic measures. Further research with larger sample sizes is needed to validate and extend our findings and develop individual preventive measures.

Surmounting the ceiling effect of motor expertise by novel sensory experience with a hand exoskeleton.

For trained individuals such as athletes and musicians, learning often plateaus after extensive training, known as the "ceiling effect." One bottleneck to overcome it is having no prior physical experience with the skill to be learned. Here, we challenge this issue by exposing expert pianists to fast and complex finger movements that cannot be performed voluntarily, using a hand exoskeleton robot that can move individual fingers quickly and independently. Although the skill of moving the fingers quickly plateaued through weeks of piano practice, passive exposure to otherwise impossible complex finger movements generated by the exoskeleton robot at a speed faster than the pianists' fastest one enabled them to play faster. Neither a training for fast but simple finger movements nor one for slow but complex movements with the exoskeleton enhanced the overtrained motor skill. The exoskeleton training with one hand also improved the motor skill of the untrained contralateral hand, demonstrating the intermanual transfer effect. The training altered patterns of coordinated activities across multiple finger muscles during piano playing but not in general motor and somatosensory functions or in anatomical characteristics of the hand (range of motion). Patterns of the multifinger movements evoked by transcranial magnetic stimulation over the left motor cortex were also changed through passive exposure to fast and complex finger movements, which accompanied increased involvement of constituent movement elements characterizing the individuated finger movements. The results demonstrate evidence that somatosensory exposure to an unexperienced motor skill allows surmounting of the ceiling effect in a task-specific but effector-independent manner.

Integrating intelligent algorithms in music education to analyze and improve posture and motion in instrumental training

This paper presents an innovative Artificial Intelligence (AI)—based system for real-time posture analysis and correction in instrumental music training. The system integrates OpenPose-based Convolutional Neural Networks (CNN) for skeletal tracking, Dynamic Time Warping for motion pattern analysis, and K-Nearest Neighbors (K-NN) for posture classification. Through a 16-week experimental study involving 18 music students, the system demonstrated significant improvements in learning outcomes compared to traditional methods. Key findings include (a) 33.3% faster technique acquisition in AI-assisted learning compared to traditional methods; (b) 18.6% higher posture improvement rates by week 16; (c) 40.2% better self-correction capabilities; and (d) 95.1% retention rate of correct posture after 6 months. The system processes video input at 120 fps with a total latency of 30 ms, achieving 94.3% accuracy in posture detection and 91.2% in motion pattern matching. The research establishes a comprehensive framework for integrating AI technology in music education, providing continuous, objective feedback during practice sessions. This approach addresses the critical gap between supervised instruction and individual practice, potentially reducing the risk of performance-related injuries through early detection of posture deviations.

Please don’t stop the music! A new look at the performance anxiety of musicians with the model of excellencism and perfectionism

Musicians have normalized performance anxiety (PA) to be part of their musical career. Perfectionism has been proposed as a possible personality risk factor for PA. Although perfectionistic concerns have been consistently positively correlated to PA, results have been inconsistent for perfectionistic standards. This inconsistency is potentially attributable to the fact that past studies did not differentiate the pursuit of high standards and the pursuit of perfectionistic standards. In this study, we aimed to compare the levels of PA of students who pursue high standards (excellence) from those who pursue perfection with the model of excellencism and perfectionism. As a supplementary analysis, we have also investigated if different standards predicted different positive and negative affect levels. A total of 94 music students completed questionnaires on perfectionism, PA, and positive and negative affect. They were recruited through their music conservatory ( N = 69) and recruitment ads on Facebook ( N = 25). Results of multiple linear regression demonstrated that only perfectionistic standards were positively and significantly associated with cognitive state anxiety, overall score of PA, and negative affect. Overall, aiming for excellence rather than perfection seemed to help mitigate levels of PA and the negative affect felt by musicians.

Assessing Practice Strategies in First-year South African Music Students: Considering the Value of a Standardised Practice Questionnaire

Assessing Practice Strategies in First-year South African Music Students: Considering the Value of a Standardised Practice Questionnaire

Design of a Wearable Exoskeleton Piano Practice Aid Based on Multi-Domain Mapping and Top-Down Process Model.

This study designs and develops a wearable exoskeleton piano assistance system for individuals recovering from neurological injuries, aiming to help users regain the ability to perform complex tasks such as playing the piano. While soft robotic exoskeletons have proven effective in rehabilitation therapy and daily activity assistance, challenges remain in performing highly dexterous tasks due to structural complexity and insufficient motion accuracy. To address these issues, we developed a modular division method based on multi-domain mapping and a top-down process model. This method integrates the functional domain, structural domain, and user needs domain, and explores the principles and methods for creating functional construction modules, overcoming the limitations of traditional top-down approaches in design flexibility. By closely combining layout constraints with the design model, this method significantly improves the accuracy and efficiency of module configuration, offering a new path for the development of piano practice assistance devices. The results demonstrate that this device innovatively combines piano practice with rehabilitation training and through the introduction of ontological modeling methods, resolves the challenges of multidimensional needs mapping. Based on five user requirements (P), we calculated the corresponding demand weight (K), making the design more aligned with user needs. The device excels in enhancing motion accuracy, interactivity, and comfort, filling the gap in traditional piano assistance devices in terms of multi-functionality and high adaptability, and offering new ideas for the design and promotion of intelligent assistive devices. Simulation analysis, combined with the motion trajectory of the finger's proximal joint, calculates that 60° is the maximum bending angle for the aforementioned joint. Physical validation confirms the device's superior performance in terms of reliability and high-precision motion reproduction, meeting the requirements for piano-assisted training. Through multi-domain mapping, the top-down process model, and modular design, this research effectively breaks through the design flexibility and functional adaptability bottleneck of traditional piano assistance devices while integrating neurological rehabilitation with music education, opening up a new application path for intelligent assistive devices in the fields of rehabilitation medicine and arts education, and providing a solution for cross-disciplinary technology fusion and innovative development.

Optimization of Personalized Piano Education Strategies based on Teaching Evaluation

Optimization of Personalized Piano Education Strategies based on Teaching Evaluation

Decolonising Sound: The Scholarship of Teaching and Learning for 21st-Century Music Students in South Africa

South Africa’s education system, including its music curriculum, has historically been shaped by Western classical traditions, a legacy of colonial influence. Following the end of apartheid in the 1990s, efforts to decolonise higher education gained momentum, with scholars advocating for the inclusion of indigenous African musical traditions. These challenges reflect the lingering effects of colonialism on education. This article examines the importance of decolonising sound within the Scholarship of Teaching and Learning (SoTL) for 21st-century South African music students. It highlights the critical role of indigenous African music in addressing historical imbalances, reshaping music education, and ensuring cultural relevance. Using qualitative research and content analysis, the study analyses a sample of 30 articles. Thematic analysis and a triangulation approach were employed to enhance accuracy and eliminate bias. Findings indicate a growing acknowledgment of African music’s value in education, but progress is hindered by resistance to change, limited resources, and insufficient educator training. The article underscores the necessity of collaborative efforts among educators, policymakers, communities, and students to develop a more inclusive and equitable music education system. This article concludes by pointing out that integrating indigenous music into the curriculum and promoting student-centred learning are vital steps toward aligning South African music education with its diverse cultural heritage. This approach not only enriches the learning experience but also empowers future musicians, ensuring they are rooted in the nation’s rich and multifaceted identity.

SPECIFICITY OF THE PEDAGOGICAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION OF MUSICAL DIRECTION AND PEDAGOGICAL CHARACTERISTICS OF COGNITIVE FEATURES OF HIGHER EDUCATION APPLICANTS

This study examines the pedagogical environment of higher educational institutions in musical directions and the cognitive characteristics of students within such settings. Musical education, characterized by individual-focused pedagogy, deviates significantly from traditional, collective-oriented higher education systems. These differences highlight the necessity for specialized pedagogical approaches. The primary aim is to identify and analyze the specific pedagogical and cognitive characteristics within music education environments. Objectives include assessing the role of intrapsychic and interpsychic factors in shaping pedagogical interactions and exploring the implications for curriculum development and student engagement. The study employed a combination of literature review, pedagogical observation, documentary analysis, testing, experiments, and statistical methods to evaluate the unique aspects of music education environments. The research highlights the distinctiveness of the musical education environment, which prioritizes emotional engagement and individualized learning. Key findings reveal that music students often demonstrate heightened individualism, emotional reliance, and unique cognitive features shaped by their immersive creative environment. However, limited social interaction and conceptual thinking pose challenges to broader cognitive development. Despite this, over 90% of graduates pursue careers aligned with their specialized training. The pedagogical environment significantly influences the formation of cognitive and professional attributes. Interpersonal and environmental factors play a central role, with implications for fostering meaningful values in professional education. Further studies should focus on developing tailored pedagogical technologies that address the specific needs of music education systems. These technologies should integrate cognitive and emotional dimensions to enhance professional training outcomes while addressing identified gaps in social and conceptual development.

Impact of AI Software on Improving Learning Outcomes and Attitudes of Music Students in Chinese Vocational Schools

Impact of AI Software on Improving Learning Outcomes and Attitudes of Music Students in Chinese Vocational Schools

Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views

Abstract This article examines how classical music students understand early twentieth-century recordings in higher music education. A qualitative research method was chosen to investigate the beliefs and self-reported practices of 16 students enrolled in a European conservatoire, whose attitudes were considered through the administration of a semi-structured questionnaire and an interview. Their responses identified seven main themes: (1) beliefs, (2) sources, (3) self-reported practices, (4) repertoires/performers, (5) educational implications, (6) limits and (7) benefits. Results show how much students value early twentieth-century recordings – especially when it comes to analysing the performance practices of the past and developing new interpretations – and how articulate their responses can be with regard to specific stylistic and technical issues. However, possibly due to informal learning strategies and the lack of curricular teaching activities focusing on listening to and analysing recorded interpretations, some responses highlighted a misrepresentation of our recent musical past and the need for a more structured curricular activity. This last should benefit from a vast body of scholarly literature whose relevance is still underestimated among music practitioners.

Acquisition of musical skills and abilities in older adults—results of 12 months of music training

BackgroundOlder adults can acquire new skills across different domains. Practicing a musical instrument has been identified as a promising activity for improving cognition, promoting well-being, and inducing brain plasticity in older individuals. However, the mechanisms of these changes are still poorly understood. This study aims to assess musical skill acquisition in musically naïve older adults over one year of practice, focusing on individual factors influencing this process and the relations between musical skills.MethodsOne hundred fifty-six healthy older adults (age = 69.5 years ± 3.2) from Hannover and Geneva with no prior musical training participated in weekly piano practice (PP) or ‘music culture’ (MC) sessions over a one-year period. Baseline assessments included the Cognitive Reserve Index questionnaire (CRIq) and Cognitive Telephone Screening Instrument (CogTel). Musical abilities were measured using piano performance ratings (PP group), music quizzes (MC group), and aptitude tests such as the Beat Alignment Test (BAT), Melodic Discrimination Test (MDT) and Midi Scale Analysis (MSA) at baseline and six-, twelve and 18-month timepoints. The interrelationship between musical abilities was investigated through correlational analyses, and changes impacted through individual characteristics were modeled using Bayesian statistics.ResultsThe PP group demonstrated moderate improvements in piano articulation and dynamics, while the MC group achieved higher scores in the music quiz. Modest improvements in MDT and MSA were observed in both groups, with the PP group showing greater progress is MSA. Higher global cognitive functioning and musical sophistication was associated with greater performance in MDT for both groups. We did not identify any links between individual characteristics, like age, CogTel, CRIq, and musical sophistication, and improvement in musical aptitude tests. Changes in different musical aptitude test scores were not correlated, and neither the development of piano skills nor the music quiz correlated with initial performances on the musical aptitude tests.ConclusionMusically naïve older adults can acquire diverse musical abilities, which progress independently, suggesting a broad spectrum of musical abilities rather than a single general musical aptitude. Future research should also explore genetic and psychosocial factors influencing musical development.Trial RegistrationThe Ethikkomission of the Leibniz Universität Hannover approved the protocol on 14.08.17 (no. 3604–2017), the neuroimaging part and blood sampling was approved by the Hannover Medical School on 07.03.18. The full protocol was approved by the Commission cantonale d’éthique de la recherche de Genève (no. 2016–02224) on 27.02.18 and registered at clinicaltrials.gov on 17.09.18 (NCT03674931, no. 81185).