Perceptions of challenge: the role of catastrophe theory in piano learning

Abstract

The purpose of this study is to evaluate the perceptions of private piano instructors on the role of challenge in teaching and learning the piano and to examine the potential application of catastrophe theory in understanding the role and outcomes of such challenges. A 23-item electronic questionnaire was administered to collect quantitative and qualitative data related to perceptions of music teaching and learning. Respondents included (n = 804) piano instructors affiliated with Music Teachers National Association. Results of a correlation analysis indicate an interaction between years of teaching experience and the potential for a non-linear advancement in music learning. The analysis suggests that catastrophe theory may indeed be applicable to music education. Implications from this research contribute to our knowledge of the role of challenge in student retention and our understanding of curricular development in the advancement of music learning.

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