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The role of the parent during a whole-class beginner instrumental programme: an investigation into the attitudes of pupils and their parents towards parental support in relation to different models of practising

Published online by Cambridge University Press:  28 October 2019

Anna Huber
Anna Huber*
Affiliation:
St Christopher’s School, 33 New Church Road, Hove, East Sussex BN3 4AD, UK
*
Corresponding author. Email: annahuber@hotmail.co.uk
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Abstract

The purpose of this study was to examine the role of the parent as a supporter of practice during a whole-class beginner violin programme and whether it is considered most beneficial for practice to be undertaken at home, at school or in no formal manner. This mixed-methods research project involved a year-group of 31 pupils aged 6–7 years from a preparatory school in an affluent area of the south of England over a 10-week period. Two parent questionnaires were administered at the start and end of the programme and analysed together with pupil focus groups and teacher assessment. It was discovered that most pupils played at home only once a week, and this was only with parental help. Many challenges to practising at home were identified, and by the end of the programme parents considered that their children could have made as much progress without practising at home. Pupils considered the most desirable ways for their parents to support them were to watch and listen, and to play together. Parents were unsure what to do except for offering encouragement. Pupils were very clear that playing together at school was preferable to playing at home, and it was evident that finding a way to establish school practice sessions between lessons would be the most enjoyable arrangement and support the most progress.

Keywords

Learningmusicinstrumentalpracticeparents
Type
Articles
Information
British Journal of Music Education , Volume 36 , Issue 3 , November 2019 , pp. 281 - 290
Copyright
© Cambridge University Press 2019 

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