An Examination of Collegiate Piano Majors' Experiences Learning, Beliefs About, and Confidence in Selecting and Teaching Literature by Diverse Composers

Abstract

The purpose of this study was to examine undergraduate and graduate piano majors' confidence in selecting, performing, and teaching piano repertoire by diverse composers (women composers and composers of color (BIPOC)). A secondary purpose was to investigate their beliefs about and experiences learning piano repertoire by diverse composers. Specifically, (a) the types of experiences piano majors have learning piano repertoire by diverse composers, (b) how confident piano majors are in teaching repertoire by diverse composers, and (c) potential relationships that exist between piano majors' experience learning, beliefs about, and confidence teaching repertoire by diverse composers. Undergraduate and graduate piano majors that attend National Association of Schools of Music (NASM) accredited schools across the United States were invited to participate in this survey study. Data were collected from undergraduate and graduate piano majors in Fall 2021 (N = 180). Results indicated that respondents with more experience learning repertoire by diverse composers and with higher beliefs related to composers of diverse repertoire were more confident in their abilities selecting and teaching diverse repertoire. Results also indicated that respondents had more experience learning works by women composers than BIPOC composers, and respondents had little experience learning works by women BIPOC composers. Overall, respondents (regardless of gender or race) believed that the inclusion of traditionally underrepresented composers was important and expressed a desire to include this repertoire among the literature they learn and teach. However, most indicated that they did not consider gender or race when selecting repertoire to learn and to teach. Most respondents who did not currently learn or teach repertoire by diverse composers expressed that more preparation as part of their collegiate program would increase their likelihood of teaching diverse repertoire. Implications for piano majors, instructors of academic piano coursework, and applied/private piano instructors are discussed.