One-to-one piano lessons for young beginners: Exploring lesson components through the lens of musical scaffolding

Abstract

Research on one-to-one piano instrumental lessons, focusing on teaching and learning processes such as scaffolding, has been conducted extensively abroad. However, empirical investigation in West Malaysia is lacking. To fill this gap, the current study examined one-to-one piano instruction in West Malaysia by specifically exploring lesson components and scaffolding strategies for young beginners. Through an exploratory case study involving 10 teacher-student dyads and analysing 40 lessons, the findings revealed a strong emphasis on rhythm and physical technique, with less attention given to aural and creativity aspects. Modelling was the primary scaffolding strategy observed, and contingent and consistent scaffolding processes were identified. These results highlight the need for further research on the impact of scaffolding in piano instruction.