Macarthur, Stephanie, Davidson, Jane, and Krause, Amanda (2025) Examining parents’ evolving perceptions of their children’s cello learning: A longitudinal study. In: [Presented at the 2025 Asia-Pacific Symposium for Music Education Research]. From: 2025 Asia-Pacific Symposium for Music Education Research, 9-11 July 2025, Perth, WA, Australia.

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Abstract

Parents play a critical role in fostering children’s early motivation and sustained interest in learning to play a musical instrument. Understanding parents’ perceptions of children’s musical interests and learning experiences, and how these views change over time, provides teachers with insight into how evolving parent-child relationships and levels of support affect students' musical development. However, music education studies seldom explore parents’ long-term lived experiences in nurturing children’s musical skills during middle childhood. As part of a broader longitudinal investigation of seven-year-old cellists’ lived experiences in musical development, this study examined parents' perceptions of children’s cello learning, which emerged as vital to children’s continued engagement. Interpretative Phenomenological Analysis and Participatory Action Research methodologies were employed to address two aims: 1) to explore parents’ views of their children starting cello lessons, focusing on support for children’s musical motivations and perspectives on their roles in fostering musical growth, and 2) to examine how parents’ perceptions changed over four years. A case study approach was implemented involving child participants (n=14) and their parents (n=14). Data collection involved semi-structured interviews, teacher observations, reflection protocols, rubrics, and lesson journals. Results indicate that most children were primed to learn an instrument before undertaking cello lessons through positive exposure to family bonding musical activities involving mothers more than fathers. Many parents valued music’s artistic merits, believing it offered children non-musical benefits. These included personal development, such as building resilience, confidence, and determination; physical enhancements, like improving motor skills, coordination, and strength; and cognitive development to increase academic performance. Over time, parents’ views expanded as they recognised the social impact of music education on children’s growth. Parental support was initially practical and emotional through the encouragement of practice, although its strength varied across the cohort. As cellists matured, developed skills, asserted their acumen, and became more autonomous learners, parents moderated involvement, and parent-child relationships shifted. During this period, tensions in the parent-child relationships emerged, which were addressed with the teacher-researcher. Three parents reported differing views from their co-parents regarding support for their children’s musical endeavours. This research provides a unique, longitudinal account of parents’ perceptions of children’s instrumental learning. It reveals variations in parents' values of music education, shifting perspectives on their roles, how musical independence can develop during periods of change in parent-child relationships, and the interpersonal challenges that can occur. Evolving parental perceptions can impact young musicians’ engagement, highlighting the need for teacher recognition and partnership.

Item ID:	86460
Item Type:	Conference Item (Abstract / Summary)
Keywords:	music education, music performance, music psychology, psychology of music, cello, PAR, IPA, string instrument, instrumental learning
Related URLs:	https://apsmer.com.au/
Date Deposited:	28 Oct 2025 01:54
FoR Codes:	52 PSYCHOLOGY > 5205 Social and personality psychology > 520505 Social psychology @ 50% 36 CREATIVE ARTS AND WRITING > 3603 Music > 360303 Music education @ 50%
SEO Codes:	28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50% 13 CULTURE AND SOCIETY > 1301 Arts > 130102 Music @ 50%
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