Despite the academic shreds of evidence that validate the improvising benefits to enhance the performative and creative skills of learning instruments, improvisation has not yet been instructed as a part of teaching methods within the classroom according to the researcher’s experiences and observations during twenty years of being a teacher. The objective of this research is to study piano teachers' perception via improvising learning management, whereby a semi-structured interview and non-participant observation are collected from twelve Thai teachers as the main informants with ten years of experience. The results show the factors that affect the improvising perception through the teachers are mainly 1) the learning experiences, which include the various techniques and key terms, leading to the reading notes skill and accurate technique. While the improvisation or ear skill training has not been practiced, which affects the creative thinking skill and confidence in teaching improvisation. 2) Current improvising skills as an instructor and teacher’s existing experiences are adjusted and improved as a solution or an approach. However, a clear structure has not been conducted in the learning management, especially in a lesson for beginners or youth learners, the instructional media, a certain scope, and melody structure are utilized. Therefore, this study reveals the significance of the perception and development through improvising learning management for piano teachers in Thailand nowadays so that they can improve the effective curriculum and teaching methods.

Authors:
Apichai Limtaveekiettikul, Bunditpatanasilpa Institute, Thailand
Dhanyaporn Phothikawin, Mahidol University, Thailand

About the Presenter(s)
Mr. Apichai is currently employed at the College of Dramatic Arts, Bunditpatanasilpa Institute, Ministry of Culture, where he serves as a lecturer in Music Education, specializing in piano.

See this presentation on the full schedule – Thursday Schedule

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