Pre-college piano teaching practice in China and the United States: An international comparative study from the piano teachers’ perspectives

Abstract

In an increasingly interconnected world, it is crucial that music educators understand pedagogical practices across national boundaries. While China and the United States are representatives of different social norms, they do share common ground in the field of piano teaching practices. The purpose of this study is two-fold: (1) to promote a greater understanding of the current state of pre-college piano teaching practices in China and the United States and (2) to identify the similarities and differences between pre-college piano education in these two countries from the teachers’ perspectives. The researchers examined the research questions through a self-reporting survey. Data was collected in 2021 from piano teachers in China (n = 40) and the United States (n = 25), who completed a 22-item questionnaire. A summary of pre-college piano instructors’ demographics, studio settings, pedagogical practices, and their students’ study environments were presented, and comparisons between the two countries were explored. Results indicated that there were statistical differences between the two countries regarding many aspects of pre-college piano teaching practice such as teaching materials, approaches, and student performance activities. Similarities were found in the teachers’ most frequent teaching activity in piano lessons and the students’ study environment.