THE GUIDELINES FOR INTERMEDIATE CLASSICAL PIANO INSTRUCTION OF THE PIANO ACADEMY OF BANGKOK

Abstract

The research aimed to achieve two primary objectives: 1) to conduct a comprehensive analysis of the intermediate classical piano instruction at the Piano Academy of Bangkok and 2) to compile a set of instructional guidelines, for intermediate classical piano education in the electronic manual format in a form of qualitative study. The participants from Piano Academy of Bangkok were divided two groups: 1) two experts, and 2) ten teachers. Data collection using a semi-structured interview instrument and non-participant observational methods. Data analysis in a form of analytic induction and presented in descriptive analysis form. The research findings revealed that 1) within the instructional context, teachers customized their piano teaching approaches primarily to align with individual student capabilities and prior knowledge. 2) The instruction for the intermediate classical piano founds that (1) teachers’ aspect—the role of teachers should emphasize a commitment to fostering collaboration among artists, assistant artists, and teaching collaborators. Teachers were encouraged to adopt a flexible disposition that facilitated students' openness to novel perspectives from their peers.; (2) Students’ aspect— should emphasis is placed on teaching and learning design that is appropriate for each learner including physical aspect, age, practical skills, and expectations of parents.; (3) Instructional aspect— the pedagogy in the instructional aspect should involve students and parents in setting learning objectives and content.; (4) Environmental aspect—an atmosphere conducive to student learning prevailed, should complement by well-proportioned facilities and spaces equipped with high-quality musical instruments.