ABSTRACT

Purpose Among all art and music majors, piano education is an essential subject and a mandatory requirement. This study aimed to explore the aesthetic characteristics of art in music education in general, and piano instruction, in particular, in the light of eco-environmental psychology and music psychology. The study also examined the factors that made an impact on music education in a pedagogical situation. Methodology. The study adopted a qualitative research design, using the purposive sampling method to identify 20 music teachers teaching aesthetic curriculum. It used an Inquiry-based data collection method through in-depth interviews, in which informants’ feedback was utilized to educate students about the environment, which may result in an interactive piano classroom for teaching and learning. Findings. The study findings made evident the facets of music environmental psychology, along with environmental factors, the fusion of aesthetic experiences, the purification of aesthetic perceptions, and musical spatial intelligence, in order to demonstrate the aesthetic value of eco-environmental psychology in piano instruction. Implications for Research and Practice. This study would provide useful insights to design piano ecology curriculum strategies.