Abstract
The authors developed a Piano Performance Visualization Tool that provides feedback on differences in performances between students and teachers by outputting data on student and teacher performances in the form of a graph in order to support the learning of piano beginners in licensed schools for kindergarten teachers. A Piano Learning Process was created around this tool, which included a self-study program, instructions for the piano, and recordings of performances by the students themselves. In addition, students reflected on these other components and described their thoughts as part of the process. An analysis using Steps for Coding and Theorization (SCAT), a method of qualitative analysis, was conducted on descriptions of the Piano Learning Process from practice, which resulted in new concepts for the process. In this way, the possibility of elucidating the learning circumstances of beginning piano students and effectively advancing their learning were demonstrated.
