Abstract

In a music conservatoire setting, much of learning occurs within the one-one instrumental music lessons between students and their teachers. Within this context,the present study aims to explore how conservatoire students’ self-identities are constructed in connection with theirinstrumental pedagogical relationships. The research methods being utilized for this study include participant lesson observations, and semi-structured interviews, supplementary by documents analysis. With a focus on a piano teacher and three of his students as a case study, the emergent findings of this case shows that trust, mutuality and reciprocity as some of the key elements that contributes towards the nature of instrumental pedagogical relationship for this case. Further, the findings also show students’self-concept as musicians are partly influenced by their teacher’scriticism and encouragements. It is suggested by this study that the provision of various case studies of instrumental pedagogical relationships may open reflexive thinking in a way that is significant for the professionalization of instrumental music education.