• Jooyoung Kim College of Music, Mahidol University.
  • Preeyanun Promsukkul College of Music, Mahidol University.
  • Kyle R. Fyr College of Music, Mahidol University.


Music Preferences, Teacher’s Perception, Teaching Techniques


The research aimed to 1) study teachers’ perceptions on student’s music by specific factors such as music characteristics, familiarity, age, gender, mood, social influences, and nationality. 2) collect teacher’s teaching techniques on students’ music preferences and summarize their teaching methods through specific factors. This qualitative research gathered data through semi-structured interviews with 12 instrumental teachers at Bangkok Music and Dance Academy (BMDA). The key-informants were selected by using purposing sampling. The findings revealed the teachers’ perceptions and teaching techniques on students’ music preferences followed the 7 factors of music preferences that were 1) Musical Characteristics: musical characteristics of students’ music preferences can be summarized from complexity, tempo, and favorite style. Teacher would give enough information about music styles for students to have better understanding in the styles and song they prefer. 2) Familiarity: Listening to the song frequently or repeatedly can gradually change student’s musical preferences. So, modal performance (imitation) would be one of the clear teaching techniques. 3) Age: The different ages of the group have clearly different taste of music and different way to teach by teachers own selves. 4) Gender: There are no different music preferences and teaching techniques between male and female students. 5) Mood: Most Teachers strongly believed that, student’s moods do not affect their students’ music preferences. However, students’ mood is able to affect their lessons. Therefore, sometimes, the relationship between teacher and students is important and the teacher needs to be a persuader or a negotiator. 6) Social influences: It is one of the strong factors that can affect the taste of students’ music preference. Also, teachers should include student’s favorite trendily repertoires in their lesson. 7) Nationality: The factor of nationality can be affected by students’ musical preferences because the way of teaching and materials are different from each country. Understanding different cultures from different countries would be helpful to teach students from different countries. Finally, teachers can use students’ music preferences as a teaching tool such as using students’ favorite pieces as a repertoire for repetition, imitation, learning different tastes of music, and using social media in order to engage in music learning. The teachers should know student’s music preferences, their appropriately selected repertories, and then prepare appropriate lesson plan.


Download data is not yet available.


Greasley, A., and Lamont, A. (2006). Music preference in adulthood: Why do we like the music we do? Retrieved March 8, 2021, from https://core.ac.uk/display/100103562

Rentfrow, P. J., Goldberg, L. R., and Levitin, D. J. (2011). The structure of musical preferences: A five-factor model. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3138530/

Schwartz, K. D., and Fouts, G. T. (2003). Music Preferences, Personality Style, and Developmental Issues of Adolescents. Journal of Youth and Adolescence, 32(3), 205-213.

Phelps, R. (2014). Development of musical preference: A comparison of perceived influences. Retrieved February 28, 2021, from https://core.ac.uk/display/323409886

Kalivretenos, A. (2015). The importance of music education. Retrieved March 8, 2021, from https://thehumanist.com/features/articles/the-importance-of-music-education

Brown, L. L. (2021). The benefits of music education. Retrieved March 8, 2021, from https://www.pbs.org/parents/thrive/the-benefits-of-music-education

Alkoot, H. A. (2009). Undergraduates' familiarity with and preference for Arabic music in comparison with other world music [Unpublished doctoral dissertation]. Ball State University.

Droe, K. (2006). Music preference and music education: A review of literature. Applications of Research in Music Education, 24(2), 23-32. https://doi.org/10.1177/87551233060240020103

Vries, P. (2010). What we want: The music preferences of upper primary school students and the ways they engage with music. Retrieved February 28, 2021, from https://www.academia.edu/

/What_we_want_the_music_preferences_of_upper_primary_school_students_and_the_ ways_they_engage_with_music

Gürgen, E. T. (2016). Musical preference and MUSIC education: Musical preferences of Turkish university students and their levels in Genre identification. International Journal of Music Educa-tion, 34(4), 459-471. https://doi.org/10.1177/0255761415619390

Dobrota, S., and Ercegovac, I. R. (2016). Music preferences with regard to music Education, informal influences and familiarity of Music amongst young people in Croatia. British Journal of Mu-sic Education, 34(1), 41-55. https://doi.org/10.1017/s0265051716000358

Meyers, C. (2012). Influences on music preference formation. Retrieved February 28, 2021, from https://digitalcommons.wou.edu/pure/vol1/iss1/7/

Mondia, N. (1994). The effect of a pop/rock music repertoire on the music achievement and preferences of lower secondary school students. Retrieved from https://ro.ecu.edu.au/theses/1102

Cheng, Z., and Southcott, J. E. (2016). Improving students’ intrinsic motivation in piano learning: Expert teacher voices. Australian Journal of Music Education, 50(2), 48-57.

Bonneville-Roussy, A., and Eerola, T. (2017). Age trends in musical preferences in adulthood: 3. Perceived musical attributes as intrinsic determinants of preferences. Musicae Scientiae, 22(3), 394-414. https://doi.org/10.1177/1029864917718606

Pearce, B. (2009). Adults vs children - what's the difference?. Retrieved May 11, 2021, from https://blog.musicteachershelper.com/adults-vs-children-whats-the-difference/

Age & Instrument guidelines. (2020), Retrieved January 25, 2021, from https://musictimeacademy.com/getting-started/age-guidelines/

Franken, A., Keijsers, L., Dijkstra, J. K., and Ter Bogt, T. (2017). Music preferences, friendship, and externalizing behavior in early adolescence: A siena examination of the music marker theo-ry using the snare study. Journal of Youth and Adolescence, 46(8), 1839-1850. https://doi.org/10.1007/s10964-017-0633-4

Madison, G., and Schiölde, G. (2017). Repeated listening increases the liking for music regardless of its complexity: Implications for the appreciation and aesthetics of music. Retrieved March 17, 2021, from http://umu.diva-portal.org/smash/record.jsf?pid=diva2%3A1093722

Warrener, E., Krause, A. E., and North, A. C. (2018). Parenting style as a predictor of music preference. Psychology of Music, 48(5), 611-625. https://doi.org/10.1177/0305735618816173

Coutts, L. (2018). Selecting motivating repertoire for adult piano students: A transformative pedagogical approach. British Journal of Music Education, 35(3), 285-299. https://doi.org/10.1017/s0265051718000074




How to Cite

Kim, J., Promsukkul, P., & Fyr, K. R. (2023). TEACHERS’ PERCEPTIONS AND TEACHING TECHNIQUES USING STUDENTS’ MUSIC PREFERENCES FOR INSTRUMENTAL CLASSES: A CASE STUDY OF BANGKOK MUSIC AND DANCE ACADEMY. Srinakharinwirot Research and Development Journal of Humanities and Social Sciences, 15(30, July-December), 1–9, Article 269147. Retrieved from https://so04.tci-thaijo.org/index.php/swurd/article/view/269147