PARENT’S EXPECTATIONS AND PERFORMANCE IN MUSICAL EDUCATION: AN APPROACH FROM THE PYGMALION EFFECT

Abstract

Parents’ expectations towards their children’s musical performance can exert a decisive influence on their performance. Given the importance of this issue, this study explores the interconnection between the performance of a student attended elementary piano lessons at a conservatory in Spain and her parents’ expectations regarding these studies. In addition, it is also intended to respond to the lack of literature that addresses this issue. To do this, the parents’ and student’s expectations were inquired through a semi-structured interview. Also, the teacher-researcher monitored the student throughout the entire school year within the framework of the piano subject in order to collect data related to the student’s musical performance through participant observation. The results suggest that parent’s expectations exert a significant influence on the child’s musical performance.