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A Comparative Evaluation of Group and Private Piano Instruction on the Musical Achievements of Young Beginners

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A Comparative Evaluation of Group and Private Piano Instruction on the Musical Achievements of Young Beginners A Comparative Evaluation of Group and Private Piano Instruction on the Musical Achievements of Young Beginners Pai-Yu Chiu A dissertation submitted in partial fulfillment of the requirements for the degree of Doctoral of Music and Arts University of Washington 2017 Reading Committee: Craig Sheppard, Chair Donna Shin Steven J. Morrison Program Authorized to Offer Degree: Music © Copyright 2017 Pai-Yu Chiu ii University of Washington Abstract A Comparative Evaluation of Group and Private Piano Instruction on the Musical Achievements of Young Beginners Pai-Yu Chiu Chair of the Supervisory Committee: Craig Sheppard School of Music This study compares the relative influence of group and individual piano instruction on the musical achievements of young beginning piano students between the ages of 5 to 7. It also investigates the potential influence on these achievements of an individual teacher’s preference for either mode of instruction, children’s age and gender, and identifies relationships between these three factors and the two different modes of instruction. Forty-five children between the ages of 5 to 7 without previous musical training completed this empirical study, which consisted of 24 weekly piano instruction and a posttest evaluating their musical achievements. The 45 participants included 25 boys and 20 girls. The participants were comprised of twenty-seven 5- year-olds, nine 6-year-olds, and nine 7-year-old participants. Twenty-two children participated in group piano instruction and 23 received private instruction. After finishing 24 weekly lessons, participants underwent a posttest evaluating: (1) music knowledge, (2) music reading, (3) aural iii discrimination, (4) kinesthetic response, and (5) performance skill. Results of MANOVA support the main hypothesis that relationship of the two different instructional modes and musical achievements is null. However, significant interaction exists between the mode of instruction and the participants’ age, especially within the achievement of kinesthetic response. In this category, children aged 5 who participated in group instruction outperformed peers receiving individual instruction. By contrast, children at ages 6 and 7 receiving individual instruction outperformed their peers undergoing group instruction. Similar trends were revealed in the other musical achievements. This result may be influenced by: (1) different attitudes towards group work between children both younger and older than age 6, (2) growth of self-consciousness, (3) changes in children’s sociability, and (4) different achievement motivation. Differences in teacher and gender did not alter the non-significant relationship between modes of instruction and musical achievements. iv Acknowledgements I would like to express the deepest appreciation to my dissertation supervisor, Professor Craig Sheppard, for his supervision, trust and encouragement. I am hugely indebted to Professor Steven Morrison for introducing me to the field of quantitative research and for guiding me through the process of statistical analysis used in this study. I am grateful to Professor Donna Shin for her valuable advice on this dissertation. I would like to thank my editor, Dr. Timothy Kinsella, who helped me organize my ideas and contents. To Joseph Dougherty, the second teacher in this study, I am deeply thankful for your remarkable devotion to this research and your patience with young children. To Rose Cheng, my colleague, thank you for spending hours to grade the posttest. I would also like to thank my colleagues from La Belle Music Studio and all my friends who gave me lots of encouragement. Lastly, and most of all, I would like to thank my parents, my brother, Jeff, and my best friend, Claire. Without your long term support over these years, it would have been impossible for me to complete this dissertation. I love you. v Table of Contents Abstract ......................................................................................................................................... iii Acknowledgements ....................................................................................................................... v List of Tables .............................................................................................................................. viii List of Figures ............................................................................................................................. viii Chapter One: Introduction .......................................................................................................... 1 Need for the Study ............................................................................................................................................... 8 Purpose of the Study .......................................................................................................................................... 10 Research Questions ............................................................................................................................................ 11 Organization of the Study .................................................................................................................................. 12 Chapter Two: Literature Review and Development of Piano Instruction ............................ 13 Critical reviews of related research .................................................................................................... 13 Development of Piano Instruction from the Late 18th Century to the Present .............................. 23 I. Prior to the Late 18th Century ........................................................................................................................ 23 II. Instruction from the Late 18th Century to the End of the 19th Century ........................................................ 24 III. Piano Instruction in the 20th Century and Thereafter .................................................................................. 32 Chapter Three: Method ............................................................................................................. 41 Research Design .................................................................................................................................... 41 Experimental Procedures ..................................................................................................................... 44 Location and Equipment .................................................................................................................................... 44 Pilot Study .......................................................................................................................................................... 45 Recruitment of participants ................................................................................................................................ 46 Teachers ............................................................................................................................................................. 47 Class settings ...................................................................................................................................................... 48 Treatment ........................................................................................................................................................... 50 Posttest ............................................................................................................................................................... 54 Teacher Questionnaire ....................................................................................................................................... 57 Chapter Four: Results ................................................................................................................ 58 Hypothesis ............................................................................................................................................. 58 Report of Results .................................................................................................................................. 59 vi Method of Analysis ............................................................................................................................................ 60 Outliers ............................................................................................................................................................... 61 Relationship of Instruction and Musical Achievements ..................................................................................... 62 Relationship of Teachers and Musical Achievements ........................................................................................ 63 Relationship of Participants’ Age and Musical Achievements .......................................................................... 65 Relationship of Participants’ Gender and Musical Achievements ..................................................................... 67 Interactions ......................................................................................................................................................... 68 Results of sub-items from kinesthetic response ................................................................................................. 71 Teacher Questionnaire ......................................................................................................................................
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