Η από κοινού διδασκαλία πιάνου σε γονέα και παιδί μέσα από εναλλακτικές προσεγγίσεις μάθησης.
Date Issued
August 12, 2024
Type
Μεταπτυχιακή Διπλωματική Εργασία
Abstract
The purpose of this study is to investigate the joint teaching of piano to a parent and their child through alternative learning approaches. The research followed a case study design and was implemented over a period of three months in a city in Thessaly, with the participation of five parent-child dyads. Specifically, three girls and two boys, all kindergarten students, and five mothers participated. Each pair attended 11 weekly piano lessons, which incorporated alternative teaching approaches such as the use of technology, improvisation, Universal Design for Learning and group piano. Due to the different needs of each group, differentiated teaching was applied. All lessons were videotaped and some were transcribed and analyzed multimodally, while observation scales were completed for others. At the end of the implementation, separate focus groups were held for adult and minor participants. From the thematic analysis of all data, thematic categories emerged relating to the positive aspects and rewards of dyad involvement, the challenges and disincentives of co-learning, the continued involvement of the dyad at home, the operation of alternative teaching methods and the evolving triad relationship in the piano lesson. In particular, it was found that joint piano lessons strengthened the parent-child relationship and a sense of cooperation, while at the same time there were difficulties in managing the dual role of the parent as student and supporter. The use of alternative approaches helped foster creativity and flexibility in learning, as well as continued engagement with music at home, even after the lessons were completed.
Subjects