Adult students and keyboard playing a case study of music students at the University of Education, Winneba

Abstract

The purpose of this phenomenological case study is to describe the participants’ experience of adult students’ keyboard practice habits and playing skills among level 100 students in the BMus Ed, BMus, and DMus programmes at the UEW, Music Education Department in Winneba. The case study was conducted during 2018-2019 academic year in the Department’s Piano Laboratory One. As a Graduate Assistant who worked at the Piano Laboratory One, a preliminary investigation I conducted revealed that some adult students in level 100 in all the three programmes (BMus Ed, BMus, and DMus) did not do well in keyboard skills, and this ignited the study. The study employed phenomenological research design under qualitative research paradigm. Out of a total population of 11 lecturers who teach keyboard skills and 165 level 100 music students, a sample of 5 lecturers and 30 music students were selected for the study, making a total sample size of 35. Data was collected with semi-structured interview guides, conducted face-to-face, and by mobile phone interactions, and also by observation. Field notes were taken, and sessions of students’ practice depicting their keyboard playing abilities were recorded using a multipurpose mobile phone (TECNO SPARK 5, 64 GB + 3 GB) for transcription and analysis of results. Student respondents were examined on three types of test items, viz., (i) technical exercises in key C, G, and F major scales for one octave; (ii) classical pieces from the Hours with the Masters by Dorothy Bradley vol. 1. Primary to Elementary; and (iii) hymn tunes from the Methodist Hymn Book (MHB). The study came up with the following findings: A lot of level 100 students had no keyboard playing experiences before their entry into the UEW which reflected their ability levels, and decided the difficulty levels of the pieces (music) they chose for the three types of tests administered. To enhance the overall improvement of keyboard skills in the Music Education Department, the study has developed and proposed the following models: (i) Keyboard Weekly Assignment Report Form [KWARF] to be used for monitoring students’ practice and evaluation; (ii) Model of Sight-Reading and Performance in Society; and (iii) A Monograph of Piano Teaching and Learning to Adult African Students. Four recommendations were also made, namely (i) encouraging lecturers to use the Keyboard Weekly Assignment Report Form [KWARF]; (ii) encouraging students to practice the Sight-Reading drill [SR drill]; (iii) encouraging students to purchase their own keyboards for practice and performance; and (iv) encouraging students to listen to multimedia recordings on piano/keyboard performances.