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Adaptive Piano Lessons: Support for Music Therapists
Li, Chin Kiu Stefanie
Li, Chin Kiu Stefanie
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Abstract
Many people would agree that being able to play a music instrument brings so much joy to their life. Piano is perhaps one of the most popular instruments of all times and it is proved that learning the piano could produce many positive effects on human development and our well-being. While piano lessons could be highly accessible to a neurotypical person, individuals with special needs may require additional adaptation to support their learning. Adaptive piano lessons are therefore tailored for individuals with special needs to enhance their piano learning while the facilitators may try to help individuals to achieve non-musical goals. Regardless of the intended goals, engaging in adaptive piano lessons can be unimaginably meaningful and valuable to the lives of our clients. This study aims to understand the perception and experiences of three music therapists and three piano teachers who have facilitated adaptive piano lessons, and to explore materials and strategies for facilitating adaptive piano lessons. Through conducting an Interpretative Phenomenological Analysis (IPA) with semi-structured interviews on six participants who have facilitated adaptive piano lessons, thirteen superordinate themes were emerged in the analysis. Results were presented in a diagram to indicate the decision-making process of the participants within the therapeutic/teaching and learning process of adaptive piano lessons, thus, support music therapists to make informed clinical-decision regarding the facilitation of adaptive piano lessons.
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Date
2022-01-01
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University of Kansas
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This item contains archived web content.
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Li_ku_0099M_18148_DATA_1.pdf
Adobe PDF, 790.53 KB
- Embargoed until 2172-05-31
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Keywords
Music therapy, Music education, Pedagogy, Adaptive piano lesson, Interpretative Phenomenological Analysis (IPA), music therapy