Examining Piano Playing Proficiency among Selected Music Students in a Ghanaian Public University

Abstract

Piano instruction—composition, arrangement and tutoring has been a pivotal part of music education. Several countries across the globe have encapsulated it into curriculums and syllabi. Its benefits span several genres of music. It has been part of music education at the tertiary level in Ghana but has not received enough attention and is also faced with several challenges. The study sought to examine the piano playing proficiency among tertiary students within the Ghanaian context and the various factors responsible for the challenges faced and propose contextual interventions to address the issue. The study made use of the qualitative methodology. The instruments used for data collection were semi-structured interviews and participant observations. It was evident that piano playing among tertiary students needs rapt attention in terms of tutorials, well-equipped studio space and competent personnel to handle the tutelage. It is recommended that stakeholders shift the focal lens to piano playing proficiency in music education students as one of the requirements for graduation.