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Parent–teacher partnerships in group music lessons: a collective case study

Published online by Cambridge University Press:  08 July 2019

Kathryn Ang ,
Clorinda Panebianco  and
Albi Odendaal
Kathryn Ang*
Affiliation:
MASARA, North-West University, Potchefstroom, South Africa
Clorinda Panebianco
Affiliation:
University of Pretoria, Pretoria, South Africa
Albi Odendaal
Affiliation:
MASARA, North-West University, Potchefstroom, South Africa
*
Corresponding author. Email: [email protected]
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Abstract

Developing effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.

Keywords

Group music lessonsone-on-one lessonsparent–teacher relationshipspartnershipsWest Malaysia
Type
Articles
Information
British Journal of Music Education , Volume 37 , Issue 2 , July 2020 , pp. 169 - 179
Copyright
© The Author(s) 2019

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