TY - CHAP
T1 - Field Study on Children's Home Piano Practice
T2 - Developing a Comprehensive System for Enhanced Student-Teacher Engagement
AU - Fukuda, Seikoh
AU - Fukuda, Yuko
AU - Hosoda, Masamichi
AU - Motomura, Ami
AU - Sasao, Eri
AU - Matsubara, Masaki
AU - Niitsuma, Masahiro
N1 - Publisher Copyright:
© S. Fukuda, Y. Fukuda, M. Hosoda, A. Motomura, E. Sasao, M. Matsubara, and M. Niitsuma.
PY - 2024
Y1 - 2024
N2 - Regular weekly lessons and daily home practice are key for skill development. This paper focuses on identifying the challenges within such practice routines and developing a system to address these issues, thereby enhancing teacher support and elevating student performance in piano. Observations from real-world lessons and an analysis of practice videos spanning 177 days from 30 students reveal successful tactics, including the assignment of suitably challenging pieces and motivational rewards like stickers or stamps. Furthermore, the study underscores issues such as tension in parent-led practice and ineffective repetition. Insights from the field study suggest the potential of third-party feedback, practice segmentation, reporting practice records to teachers, and rewarding practice sessions. We developed a system incorporating these solutions and tested it with 80 children over 4 months. Results showed increased teacher engagement with students' home practice, improved student motivation and practice duration, and enhanced sight-reading skills, demonstrating the system's effectiveness in supporting piano education.
AB - Regular weekly lessons and daily home practice are key for skill development. This paper focuses on identifying the challenges within such practice routines and developing a system to address these issues, thereby enhancing teacher support and elevating student performance in piano. Observations from real-world lessons and an analysis of practice videos spanning 177 days from 30 students reveal successful tactics, including the assignment of suitably challenging pieces and motivational rewards like stickers or stamps. Furthermore, the study underscores issues such as tension in parent-led practice and ineffective repetition. Insights from the field study suggest the potential of third-party feedback, practice segmentation, reporting practice records to teachers, and rewarding practice sessions. We developed a system incorporating these solutions and tested it with 80 children over 4 months. Results showed increased teacher engagement with students' home practice, improved student motivation and practice duration, and enhanced sight-reading skills, demonstrating the system's effectiveness in supporting piano education.
UR - https://www.scopus.com/pages/publications/85219095358
UR - https://www.scopus.com/inward/citedby.url?scp=85219095358&partnerID=8YFLogxK
M3 - Chapter
AN - SCOPUS:85219095358
T3 - Proceedings of the International Society for Music Information Retrieval Conference
SP - 381
EP - 388
BT - Proceedings of the International Society for Music Information Retrieval Conference
PB - International Society for Music Information Retrieval
ER -