Autoethnography in Early Childhood Music Research: A Pedagogical Tale From the Piano Studio

• In Event: Roundtable Session 26
  In Roundtable Session: Exploring Pedagogical Processes and Possibilities Across Diverse Contexts Through Arts-Based Educational Research

Abstract

In this study, we evoke the notion of autoethnography as pedagogy through storytelling. Our inquiry begins with a hopeful story about creative music teaching, trusting one’s teacher intuition and process, caring for the child, and believing that children will respond to opportunities to learn music when they are invited with thoughtful care. We evoke the notion of autoethnography as pedagogy through storytelling. By considering autoethnography as a creative, didactic non-fiction, the authors sing out with a call for transformation in how we engage with young children in teaching and learning music, on how we engage in a ‘listening pedagogy’ to transform piano learning into a much more expressive, meaningful, playful, and positive learning experience.

Authors

• Peter J. Gouzouasis, The University of British Columbia

• Jee Yeon Ryu, The University of British Columbia