| The purpose of this study was to seek insight into what children found meaningful and valuable when participating in an informal child-oriented piano lesson setting. I embraced a qualitative approach to research, using ethnographical techniques and a phenomenological lens. The study was guided by the question "What is the nature of a child's engagement in an informal child-oriented piano lesson setting?";Two girls were purposefully selected to participate in the study and were given individual informal piano lessons over the course of two semesters by me, the researcher. Data were collected primarily via video recording of the lessons and journaling of my perceptions. The data were considered through the lens of lifeworld existentials: lived space, lived body, lived time, lived other, (Van Manen, 1990) and lived musicality . This resulted in emergence of themes and sub-themes regarding the children's engagement in the lesson setting.;Findings include the children engaged in the setting by expanding the boundaries of the room, by using their bodies, by directing the time, by participating in multiple relationships, and by musicking. Identified expressions of value and meaning making include movement in relationship to space, with expression and variety; flexibility of time, where ideas can evolve, return, or be abandoned; use of materials as elements for their control; development of complex pretend contexts; rich music making in wide variety; investment in and direction of ideas; and being with the adult. |
