The Parent Role in Suzuki Music Lessons: Experiences and Perspectives Shared by Novice Suzuki Parents

Autor/inn/en	Einarson, Kathleen M.; Cho, Eun; D'Ercole, Patricia
Titel	The Parent Role in Suzuki Music Lessons: Experiences and Perspectives Shared by Novice Suzuki Parents
Quelle	In: Music Education Research, 24 (2022) 5, S.638-650 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Einarson, Kathleen M.) ORCID (Cho, Eun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2022.2105828
Schlagwörter	Music Education; Parent Role; Parent Participation; Musical Instruments; Parent Education; Barriers; Parents as Teachers; Parent Teacher Cooperation; Parent Attitudes; Teacher Role; Music Teachers; Foreign Countries; United States; Canada + Suchen Sie Ihr Suchwort? Musikerziehung; Parental role; Elternrolle; Elternmitwirkung; Musikinstrument; Parents education; Elternbildung; Elternschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Lehrerrolle; Music; Teacher; Teachers; Musiklehrer; Ausland; USA; Kanada
Abstract	This qualitative thematic analysis explores parents' perceptions of Suzuki music learning. Although parents are part of the 'Suzuki triangle' alongside the child and teacher, there is little research that investigates the Suzuki parent role. This work explores self-reports of parents' experiences, expectations, and needs during their child's first year of lessons with an expert pedagogue. Semi-structured interviews with parents of six novice violin and cello students from the United States yielded four themes: (1) the importance of the initial parent education families received upon starting lessons with their child, (2) the ways that parents supported their child outside of lessons, (3) the challenges parents faced in the 'home teacher' role, and (4) the strong partnership parents established with the teacher. Targeted preparation, together with ongoing teacher support, provided parents with the necessary skills and knowledge to support their child and to remain motivated in the face of challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01