|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| In piano education, the initial stages of teaching young beginners establish the foundation for future endeavours. Due to the necessity of collaborative effort, piano lessons can be a complex process for both the teacher and the student. A balance must be found whereby the teachers can administer information in a way that is compatible with the student’s learning style. Therefore, the teacher must adapt their instruction to the level of the student. This exploratory case study investigates how scaffolding process is adapted into piano education in private setting to enhance the learning process of young beginner students. 10 teacher-student dyads, with students ages between 5-7 years, were recruited. Weekly lessons over a span of four weeks were observed and documented. Interviews with participants were conducted to find out more insights on their perspectives of teaching. Video data analysis was conducted based on the three characteristics–contingency, fading of support and transfer of responsibility–from the conceptual model of scaffolding. The findings indicate that two types of scaffolding process were applied in piano lessons–consistent and contingent, with the latter prevailing in most of the lessons. It was also observed that the three characteristics of scaffolding emerges within the same lesson and across several lessons, influenced by students’ readiness and response. Whilst there were differences among the contingency strategies used, certain tendencies recured across the teachers. Among these, modelling stood out as the as the predominant strategy and that teachers rely primarily on their perspectives and intuition when it comes to scaffolding.
Keywords: contingency, one-to-one piano lessons, scaffolding process, young beginners |
| References |
Abdumutalibovich, A. M. (2020). Methods of working with studies in piano lessons at the university. Asian Journal of Multidimensional Research (AJMR), 9(7), 49-55. Al-Harthy, S., Jamaluddin, S., & Abedalaziz, N. (2013). Teachers’ attitudes and performance: An analysis of effects due to teaching experience. International Interdisciplinary Journal of Education, 2, 889-894. Ballard, J. A. (2007). An analysis of the music content in ten piano methods (1994–2006) for the elementary-aged beginning piano student for MENC National Standards based elements. University of Southern California. Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co. Carey, G., Grant, C., McWilliam, E., & Taylor, P. (2013). One-to-one pedagogy: Developing a protocol for illuminating the nature of teaching in the conservatoire. International Journal of Music Education, 31(2), 148–159. Chai, C. S., & Koh, J. H. L. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research and Practice, 3(2), 114-129. Coutts, L (2019). Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy. International Journal of Music Education, 37(3), 493-507. Creech, A. (2012). Interpersonal behaviour in one-to-one instrumental lessons: An observational analysis. British Journal of Music Education, 29(3), 387-407. Creswell, J., & Poth, C. (2018). Qualitative inquiry and research design. Sage Publishing. Davidson, J. W., & Jordan, N. (2007). Private teaching, private learning: An exploration of music instrument learning in the private studio, junior and senior conservatories. In L. Bresler (Ed.), International Handbook of Research in Arts Education (pp. 729- 754). Dordrecht, Netherlands: Springer. Dewaele, J. M., Gkonou, C., & Mercer, S. (2018). Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? In: Martínez Agudo, J. (Eds.) Emotions in second language teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_8 Ensing, A., van Geert, P. L. C., van der Aalsvoet, D., & Voet, S. (2014.). Learning potential is related to the dynamics of scaffolding. An empirical illustration of the scaffolding dynamics of 5-year-olds and their teacher. Journal of Cognitive Education and Psychology, 13(3), 375–391. https://doi.org/10.1891/1945-8959.13.3.375 Garza, R. (2009). Latino and white high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44, 297–321. Granott, N., Fischer, K. W., & Parzialle, J. (2002). Bridging the unknown: A transition mechanism in learning and development. In N. Granott & J. Parzialle (Eds.), Microdevelopment: Transition processes in development and learning (pp. 131– 156). Cambridge University Press. https://doi.org/10.1017/CBO9780511489709.00 Hallam, S. (2006). Music psychology in education. Institute of Education, University of London. Han, I., Shin, W.S., & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching, 23(7), 829-842. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266. Isekeeva, S. V., Batyrshina, G. I., & Shirieva, N. V. (2016). Playing exercises in learning piano for beginners survey of Russian piano methods. The Turkish Online Journal of Design, Art and Communication (TOJDAC) [Special Edition]. 2617-2625. Kanaeva, V. E. (2021). Beginning piano methods of Russian tradition: An analysis and evaluation of the Russian school of piano playing by A. Nikolaev [Unpublished master’s research paper]. Southern Illinois University Carbondale. https://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=2428&context=gs_rphttps://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=2428&context=gs_rp Kennell, R. (2002). Systematic research in studio instruction in music. In R. Colwell & C. Richardson (Eds.), The new handbook of research on music teaching and learning (pp. 243-256). Oxford University Press. King, A., Prior, H., & Waddington-Jones, C. (2019). Exploring teachers’ and pupils’ behaviour in online and face-to-face instrumental lessons. Music Education Research, 21(2), 197-209. Küpers, E., van Dijk, M., & van Geert, P. (2014). ‘Look closely at what I’m doing!’ Scaffolding in individual string lessons: Two case studies. International Journal of Music Education, 32(3), 375–391. Küpers, E., van Dijk, M., McPherson, G., & van Geert, P. (2014). A dynamic model that links skill acquisition with self-determination in instrumental music lessons. Musicae Scientiae, 18(1), 17-34. Küpers, E., van Dijk, M., van Geert, P., & McPherson, G. E. (2015). A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in music lessons. Psychology of Music, 43(3), 333-358. Lajoie, S. P. (2005). Extending the scaffolding metaphor. Instructional Science, 33, 541– 557. Lehmann, A. C., Sloboda, J. A., & Woody, R. H. (2007). Psychology for musicians: Understanding and acquiring the skills. Oxford University Press. Macrine, S. L., & Sabbatino, E. D. (2008). Dynamic assessment and remediation approach: Using the DARA approach to assist struggling readers. Reading & Writing Quarterly, 24, 52–76. Maldjian, S. M. (2015). Mind over music: An analytical approach to teaching the beginner/intermediate piano student [Doctoral dissertation]. Drew University. https://digitalcollections.drew.edu/UniversityArchives/ThesesAndDissertations/CSGS/DLitt/2015/Maldjian/openaccess/SMMaldjian.pdf McPherson, G. E., Davidson, J. W., & Faulkner, R. (2012). Music in our lives: Rethinking musical ability, development and identity. Oxford University Press. Meissner, H., & Timmers, R. (2020, February). Young musicians' learning of expressive performance: the importance of dialogic teaching and modeling. In Frontiers in Education, 5, p.11). Frontiers Media SA. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175. Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13(3), 423–451. Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286-308. Rad, M. S., & Azadeh, P. (2022). Analysis and comparison of most popular piano teaching method in Iran. Rast Müzikoloji Dergisi, 10(1), 43-58. Reigosa, C., & Jiménez-Aleixandre, M-P. (2007). Scaffolded problem-solving in the physics and chemistry laboratory: Difficulties hindering students’ assumption of responsibility. International Journal of Science Education, 29(3), 307–329. Rosenshine, B., Froehlich, H., & Fakhouri, I. (2002). Systematic instruction. The new handbook of research on music teaching and learning, 299-314. Rusznyak, L., & Walton, E. (2011). Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change, 15(2), 271-285. Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63, 66–70. Simones, L. L., Rodger, M., & Schroeder, F. (2015). Communicating musical knowledge through gesture: Piano teachers’ gestural behaviours across different levels of student proficiency. Psychology of Music, 43(5), 723-735. Single, N. A. (1991). A summary of research-based principles of effective teaching. Update: The Applications of Research in Music Education, 9(2), 3–10. Steenbeek, H., Jansen, L., & van Geert, P. V. (2012). Scaffolding dynamics and the emergence of problematic learning trajectories. Learning and Individual Differences, 22(1), 64–75. Sung, M. M. W. (2017). A survey of technique elements in piano method books and technique books for young piano beginners [Doctoral dissertation, University of Ottawa]. uO Research. http://dx.doi.org/10.20381/ruor-20765 Swanson, H. L., & Lussier, C. M. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71, 321–363. Sweller, N., Sekine, K., & Hostetter, A. B. (2021). Gesture-speech integration: Combining gesture and speech to create understanding. Frontiers in Psychology, 12, 732357. Thomas-Lee, P. M. (2003). Piano pedagogy for four-and five-year-olds: An analysis of selected piano methods for teaching preschool children [Doctoral dissertation] University of Georgia. Ünal, Z., & Ünal, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 41-60. van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271– 296. van Geert, P., & Steenbeek, H. (2005). The dynamics of scaffolding. New Ideas in Psychology, 23(3), 115–128. Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(1), 89–100. Yeh, Y. L. (2018). An investigation of Taiwanese piano teachers’ reflection on teaching challenges and pupils’ learning difficulties. Music Education Research, 20(1), 32-43. Zhukov, K. (2012). Teaching strategies and gender in higher education instrumental studios. International Journal of Music Education, 30(1) 32–45 |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |