Integrated Piano Performance and Pedagogy Instruction for Sustainable Undergraduate Piano Education: A Conceptual Framework for Enhancing Performance Proficiency
List of Authors
Che Fatimah Dinna, Lan Xi
Keyword
Integrated Piano Performance and Pedagogy Instruction; Piano Performance Proficiency; Undergraduate Music Education; Classical Piano Education; SDG 4
Abstract
Traditional piano education for contemporary college students has long separated performance training from pedagogical preparation, potentially restricting the all-round development of piano majors. This Conceptual Paper offers a theoretical Foundation for exploring how combining Piano Performance and Teaching Methods can improve the extent to which students Master Classical Piano Playing Techniques. Based on constructivist learning theory, experiential learning theory and integrative pedagogy, this paper constructs a concept of pedagogical engagement as a learning path from the connection between teaching methods and student performance improvement. Based on the above-mentioned integrated instruction theory, it can be believed that in this process of experience reflection, concept mastery and hands-on operation, learners will demonstrate a significant improvement in practical application abilities. This study also discusses its implications for curriculum Design, studio Teaching methods, teacher Education, and institutional Policies in undergraduate piano education. The proposed framework provides a theoretical basis for subsequent empirical studies and supports the construction of integrated teaching models that conform to current professional requirements in higher music education.