Pavithra M. Madapatha
Piano education plays a significant role in Western music instruction and is widely pursued through the formal education system, private tuition, home-based teaching, and music academies. This study investigates the pedagogical practices, experiences, and challenges of piano teachers engaged in non-formal education within the Colombo District, Sri Lanka. Using a purposive sampling method, data were collected through a qualitative survey to explore teaching approaches, curriculum choices, student engagement strategies, assessment methods, and professional challenges faced by these teachers. Thematic analysis of the responses reveals a diverse range of instructional practices, including the use of method books, examination syllabi, creative activities, and personalised repertoire selection. However, challenges such as limited institutional support, inconsistent student commitment, and lack of formal recognition for non-formal music education were also identified. The findings offer practical insights and recommendations to enhance the quality and visibility of non-formal piano education in Sri Lanka. Key suggestions include promoting professional development opportunities for teachers and fostering collaboration between formal and non-formal education within national music education policy frameworks.