Parents and Group Music Lessons: A Role Theory Perspective for Music Teacher Educators

Abstract

This collective case study aimed to explore the various expected roles for parents of preschool children in group music lessons in the Klang Valley of West Malaysia, the area located around Kuala Lumpur. We collected data by conducting two semi-structured interviews with 10 parents and three teachers of three preschool group music classes. Four broad themes emerged. Participants viewed parents as playing the roles of supporters, practice supervisors, role models, and consumers. We propose that a flexible understanding of role is essential in crafting meaningful relationships between parents and teachers and suggest the approaches that might assist future music educators to develop such a perception.