The Benefits of Piano Lessons from the Perspectives of Parents, Students and Teachers in Kuala Lumpur, Malaysia

The title of this research study is: “The benefits of piano lessons from the perspectives of parents, students and teachers in Kuala Lumpur, Malaysia.” Studio music teaching and learning, or private music teaching (in a home environment) is the normal mode of tuition in Kuala Lumpur. Weekly lesson times range from twenty to sixty minutes or more, depending, generally, on the student’s level. In investigating what parents, students and teachers considered to be the benefits of learning the piano, important insights that impinge on piano teaching and learning were also identified. The research tools consisted of semi-structured survey questionnaires and semi-structured, one-on-one interviews with parents, piano students, and piano teachers. From the surveys, some personal and broad understandings of reasons why parents send their children to learn to play the piano are gleaned, along with the level of support they give them with respect to piano practice; whether or not students enjoy piano lessons and what they discover and achieve from them; and piano teachers’ perspectives on the benefits they believe students can gain from taking lessons, as well as pertinent issues relating to lessons. From subsequent interviews, more detailed viewpoints, beliefs and values from parents, students and teachers surfaced. The general value of piano lessons was recognised by all three cohorts. Whilst many were readily obvious, there were others that became more apparent through probing questioning and reflection. External music examinations play an important role in the music programs of many teachers in Kuala Lumpur: a majority of piano teachers accept and abide by the music examinations syllabi and use them as guidelines for their teaching. The practical examination entails, in addition to the performance of set pieces from different periods of music history, technique, aural skills, sight-reading, rudiments of music and general knowledge. Students can also sit for a theory of music examination as part of the teaching and learning program; here they study the rudiments of music, leading to more advanced knowledge in music harmony and counterpoint. Collectively, these skills contribute to the performance of the pieces they perform. Ultimately, the challenge for students is to be able to ‘interpret’ the perceived perception of the composer and bring to the performance their own stylistic insights. Assisting them to achieve this is a major task for the teacher. The study considers the importance and the triangulation of the three groups working together for the benefits of the students. This includes examining how, individually and collectively, parents and teachers support and motivate students as they progress and continue with their lessons and develop musically. The research project was conducted in Kuala Lumpur, Malaysia. The surveys involved 64 parents, 64 students and 73 teachers. In addition, ten parents, ten students and ten teachers were involved in face-to-face semi-structured interviews. Several of the parents surveyed and interviewed had previously had piano lessons themselves; in general, they stated that their reasons for having their children taught piano included to enjoy music-making, to master a new skill, and to develop certain non-musical skills such as discipline, concentration and motivation, among others. Across all three groups, mention was made of the importance of appreciating music and enjoying making music, and reference was made to the perceived benefits of passing external examinations that were a form of ‘credentialing’. Whilst parents in general were not particularly keen for their children to become professional, performing artists, a few entertained the possibility of their children becoming efficient piano teachers. The study concludes with recommendations with respect to parents, students and teachers in the context of piano teaching and learning in Kuala Lumpur, Malaysia.