Studio Music Teachers’ Perceptions Towards Community Music Participation and Its Influence on Their Teaching Approaches

Datos Bibliográficos

ID17575536
AutoresValerie Wong (0009-0002-9824-1760, The University of Queensland), Wong Li Qing Valerie (The University of Queensland, autor de correspondencia), Julie Ballantyne (0000-0003-1818-2220, The University of Queensland)
Año2026
Fecha de publicación2026-03-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Music Education (JOURNAL)
Identificadores de la revistaISSN: 0255-7614 • E-ISSN: 1744-795X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/02557614261430489
OpenAlexW7139968143
IdiomaEN
Referencias citadas42

This study explores studio music teachers’ motivations for engaging in community music and how these experiences can enhance their teaching approaches. Semi-structured interviews were conducted with studio music teachers in Australia. A qualitative approach using thematic analysis was used to gain insights into their perspectives on community music involvement. Findings identified that being engaged with community music influenced the teaching approaches of studio music teachers in four ways: through student engagement, community engagement skills, managing practical challenges, and career development skills. A conceptual framework of Participatory Music-Making Teaching Methods was developed from the integration of these themes. The framework provides studio music teachers with guidelines towards enhancing their private studio practice to create more holistic, engaging, and effective learning environments for their students. Through this exploration, this study seeks to encourage more music educators to view community music engagements as professionally rewarding opportunities

Citizen journalism · Community of practice · Music education · Perception · Qualitative research · Studio · Thematic analysis · Diverse Music Education Insights · Diverse Musicological Studies · Music History and Culture