A study on the usability of applying the P4C approach in music education

Abstract

The aim of the study is to investigate the usability of P4C in music education. In this context, we designed and presented a P4C-inspired activity to a group of music education students. Following the activity, we provided a brief introduction to the P4C approach and collected participants' opinions on its usability in music education. In the activity, we listened some musical pieces and used them as a basis for inquiry and discussion. Our goal was to create a reflective and interactive environment where participants could critically engage with the concept of music. The participants' responses indicate that the P4C-inspired activity effectively facilitated critical engagement with the concept of music. Participants highlighted that P4C promoted meaningful dialogue, equal opportunities, inquiry-based learning, and a safe environment for all opinions. They also focused on its benefits in fostering a deeper understanding of music, encouraging further learning, and developing critical thinking skills. Based on these findings, it is recommended to promote the systematic and widespread implementation of the P4C approach in music education by developing teacher training programs. Course content incorporating P4C principles can also be developed for pre-service music teachers.