Chinese and American beginning piano pedagogy: a comparison of approaches

The purpose of this study was to compare the similarities and differences between Chinese and American beginning piano pedagogy through examining how parents and teachers support young children in their piano studies. Methodology for the study included interviews of two teachers and two parents in each country. Results from the research found: (a) methodological differences for teaching music reading such as Chinese teachers using solfege and American teachers using letter names; (b) teachers and parents from both countries shared the same frustration with students not practicing; (c) parents from both countries believed that piano studies benefited their child in non-musical ways such as brain development and emotional expression.