Understanding the Impact of a Piano Intervention on Students' Cognition, Self-Regulation, and Problem Solving

Inspired by numerous studies of advantages on piano interventional education, the purpose of this study is to investigate the benefits of piano interventional education with support of the research on neuroplasticity. Using personal interviews, surveys, and Certificate of Merit evaluation conducted by Music Teachers’ Association of California, this study investigated the impact of a piano intervention on students’ cognition, self-regulation, and problem solving. It seems that the piano interventional education serves as play. Equally, play has a power to transform the joy of recreational activity into self-regulated behavior. Moreover, the joyful environment of the interventional piano learning serves as a stimulating environment. Piano Sight-Reading (PSR) or Piano Repertoire-Implementing (PRI) practice could impact the visualization and enhances the spatial thinking related to problem-solving skill for a piano student. Self-regulation, cognitive performance, and problem-solving mindset may offer a promising tool for a piano student to also be successful in other academic disciplines.