Parental involvement in children’s independent music lessons

ABSTRACT

The purpose of the study was to examine types of parental involvement associated with independent music lessons. A self-report survey was designed to explore parent characteristics, parental goals, students’ musical progress, the teacher–student relationship, the practice environment, and parent behaviours during practice sessions. The extent to which the outcomes of enjoyment and progress could be predicted by parenting goals and values, time spent practising, teacher qualities, and student self-regulation was also examined. The survey was distributed through Canada’s Royal Conservatory, yielding 2583 surveys for analysis. Results indicated that parents were deeply invested in their children’s music lessons, as reflected in the years of commitment to music instruction, the thoughtful roles that they took in supporting their children’s evolution as self-regulating musicians, and the respect that they held for their children’s teachers. Evidence suggested that positive teacher–student relationships and parental involvement in practice sessions between lessons predicted student enjoyment of music and musical progress.

KEYWORDS:

• Parent–child dyad
• parenting goals
• music practice support
• teacher effects

Acknowledgements

The authors are grateful to the thousands of parents who filled out the survey, and would also like to acknowledge the contributions made by Jane Willms, Gerry Dimnik, Angela Elster, and Serena Manson.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was made possible by funding from the Social Sciences and Humanities Research Council of Canada [grant number 895-2011-1000]; the Canada Foundation for Innovation; Queen's University; Concordia University; and The Royal Conservatory of Music.

Notes on contributors

Rena Upitis

Rena Upitis, EdD, is a Professor of Education at Queen’s University. For many decades, she has focused her research on the transformative powers of the arts for teachers, parents, and students. Current research interests include assessing the value of digital music tools in studio settings, as well as explorations of how school architecture influences learning.

Philip C. Abrami

Philip C. Abrami, PhD, is a Professor, University Research Chair, and the Director of the Centre for the Study of Learning and Performance, a multi-institutional and internationally recognized educational research centre. Abrami’s interests include: (a) the design, development, and validation of educational software for promoting the teaching and learning of essential competencies; (b) systematic reviews of educational research, particularly using quantitative methods such as meta-analysis; and (c) issues in knowledge mobilization in education, particularly the high quality, sustained and scalable implementation of educational software in classrooms worldwide. Among his numerous awards and distinctions, in 2010 he received the Canadian Education Association (CEA), Whitworth Award for Education Research.

Julia Brook

Julia Brook, PhD, is an Assistant Professor of Music Education at the Dan School of Drama and Music, Queen’s University. Her research program explores the intersections between music education and the communities in which they are situated. Julia remains active as a studio music teacher and collaborative pianist.

Matthew King

Matthew King is the National Project Manager for the Social Program Evaluation Group at Queen’s University. He has close to three decades of experience as an analyst and project manager. His recent publications and reports are primarily in the areas of health behaviours in school-aged children and youth.