Music lessons for at-risk youth: volunteer teacher perspectives

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Date
2014-03-18Author
Armstrong, Ivy
Type
ThesisDegree Level
MastersMetadata
Show full item recordAbstract
Abstract
A basic interpretive qualitative research design (Merriam, 2002) was used to explore the perceptions and observations of volunteer piano teachers providing weekly piano lessons to at-risk youth. Four volunteer piano teachers from two prairie cities who volunteered teaching three twenty-minute piano lessons a week for at least one year in a local school-based program, Heart of the City Piano Program, were interviewed. Data were analyzed using thematic analysis. Findings included three themes about the perceived benefits of piano lessons for the students –student self-motivation, student confidence, student sense of accomplishment – as well as three themes about distinguishing characteristics of the piano lessons – student focussed lessons, allowing students to be themselves, and positive role model relationships. Findings are discussed in relation to current research on at-risk youth and music education, and recommendations for further research and implications for practice are included.
Degree
Master of Education (M.Ed.)Department
Educational Psychology and Special EducationProgram
Educational Psychology and Special EducationSupervisor
Nicol, JenniferCommittee
Claypool, Timothy; Balzer, GeraldineCopyright Date
June 2014Subject
music, at-risk youth, piano, classical music, music lessons