Understanding children’s early interest in playing a musical instrument: Pedagogical implications

Understanding why children want to take instrumental music lessons can inform pedagogical approaches to enhance music education programs. However, research examining children’s perspectives on their motivations and early learning experiences remains limited. As part of a broader longitudinal investigation into children’s lived experiences of musical skill development, this study employed Interpretative Phenomenological Analysis and Participatory Action Research methodologies to examine the initial interest of 14 beginner cellists commencing cello lessons. The children (Mage = 7) and their parents participated in individual interviews when lessons began. A synthesis of their commentaries, reflections and perceptions produced 14 detailed portraits of children’s musical interest development during early learning. The findings indicate that the child participants were primed for learning due to their previous enjoyment of music, positive engagement in stringed instrument sampling classes, and appreciation for the cello’s register, timbre, size, and shape. Moreover, a range of more nuanced influential intrapersonal factors and key interpersonal relationships contributed to the children’s initial interest in playing the cello. The intrapersonal factors included four motivations: the desire to be creative or musical, the pursuit of a hobby, a curiosity about learning, and an interest in regulating mood. The interpersonal relationships influencing the children’s interest included a desire to connect meaningfully with musician family members and friends, form new friendships with musical peers in the school orchestra, and build a relationship with the teacher-researcher. Children motivated to learn by a wider variety of influences or considerably driven by one or two intrapersonal factors were more likely to commit to long-term music learning. This study highlights important pedagogical implications, emphasising the need for teachers to understand learners’ specific motivations for playing music, provide appropriate instrument choices, foster positive relationships with families, facilitate peer learning opportunities, and nurture creative, enjoyable learning environments tailored to each child’s unique musical interests.

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ASME 2025: Australian Society for Music Education's (ASME) 25th National Conference

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