Degree

Doctor of Philosophy (PhD)

Department

School of Music

Document Type

Dissertation

Abstract

Research in music education has documented the underrepresentation of Black students in formal music study in the United States, shaped by economic and cultural barriers (Elpus & Abril, 2024; Alegrado & Winsler, 2020). Access to piano instruction is often limited by the high cost of lessons and instruments, inequitable school funding, and the absence of culturally responsive curricula that reflect the experiences of minority students and families. Traditional piano pedagogy rarely addresses this absence, leaving the piano both symbolically and practically distant for many potential musicians in the United States. This autoethnographic case study chronicles the development, launch, and first semester of operation of Project Piano Lab, a new afterschool group piano program in an inner-city neighborhood in Southeast Louisiana.

Through autoethnography and the “Nine Domains of Community Music” framework (Schippers & Bartleet, 2013), Project Piano Lab’s creator-teacher shares the successes and challenges of bringing a community group piano program to fruition, while situating insights within the global discourse on community music. A novel curriculum that centers culturally responsive pedagogy and informal music learning practices was developed specifically for this program. Field notes from class sessions and student performances suggest that this approach is an effective ear-based introduction to piano study for students whose home musical culture is not typically reflected in traditional American piano methods. Further study is warranted in varied contexts to fully examine the efficacy of the curriculum.

The case study explores issues of engagement, motivation, and commitment through the lived experiences of Project Piano Lab’s seven student participants and their families. Findings suggest that informal music learning and culturally responsive music teaching positively impact student engagement and intrinsic motivation by supporting three basic psychological needs—autonomy, competence, and relatedness. Participants emphasize choosing their own repertoire and a positive student-teacher relationship as sources of enjoyment in piano lessons. Practitioners are encouraged to value cultural identity and create opportunities for student choice and self-directed learning in their piano studios.

Date

3-6-2026

Committee Chair

Pike, Pamela D.

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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