How Music Teachers Recognise and Respond to Negative Emotions in Adolescent One-to-One Music Learning

Abstract

The present qualitative research focuses on music teachers’ perceptions of and responses to negative emotions expressed by adolescent students in private instrumental and vocal lessons. The data are based on a pilot interview and four semi-structured interviews with Chinese music teachers conducted following the pilot. The study was conducted through thematic analysis, and three dimensions of the pedagogical experience were identified and linked to one another: recognizing feelings reflected in changes made to verbal, behavioral, physical, and musical expression; locating the source of distress emotional in music study or in other issues related to school, family, and personal life; and making a pedagogical response through adjustments to lesson dynamics, such as differentiation in task challenge, modifications in lesson tempo, changes in the grading tone, and formulation of reassurance and confidence-inspiring strategies. Participants further elaborated imposing strict professional boundaries, particularly if the emotional issues were perceived as going beyond those existing within the music lesson context. The results suggest that during private music lessons, emotional attention can take the form of situated pedagogical experience rather than psychotherapy. They also stress a professional training deficit of emotional recognition, validation, and referral boundaries that need to be addressed.