Children’s Initial Interest in Learning the Cello: An Interpretative Phenomenological Analysis

Abstract

Understanding why children want to learn a musical instrument and the meanings they make from their initial interest can inform pedagogical approaches that enhance music education programmes and support sustained student learning. Research has focused on musicians’ motivations, with less attention given to children’s perspectives during early learning. This study applied Interpretative Phenomenological Analysis and Participatory Action Research, a combination of methodologies rarely used in music education research, to investigate the initial interests of 14 seven-year-old beginner cellists. As lessons commenced, the children and their mothers participated in individual semi-structured interviews. Analysis revealed rich and novel idiographic insights into the development of children’s musical motivation. Thematic findings indicated that children were primed for learning through prior musical enjoyment, exposure to stringed instrument classes, and a newfound affinity for the cello. Intrapersonal factors included four key motivations: a desire to be creative or musical, the pursuit of a hobby, curiosity about learning, and mood regulation. Interpersonal influences encompassed children’s desires to connect with family members, form peer friendships, including through orchestra participation, and build a relationship with the teacher-researcher. Each child had a unique configuration of motives, suggesting the value of personalised pedagogy in the earliest stages of learning.