2.1. Action research

As stated by Tomal (2010), action research is a systematic process of solving educational issues and implementing improvements. The definition can be better conceived if we go deeper into the key concepts. This process is understood as the systematic collection of data, which is then analysed and communicated to the subjects in order to facilitate the systematic development of action plans. Furthermore, another key point is the collaborative effort of the researcher, in partnering with the subjects and devising action plans for improvement (Tomal, 2010). The subjects here have been my own piano students and myself as the educator, as well as some critical friends have been included.

This method has been selected due to its practicality and its foundation in real-world contexts (Tomal, 2010). For this reason, given that the objective of this project has been to enhance my teaching methods and place greater emphasis on playing by ear in my classes, it is evident that this practical, real-life approach has been highly beneficial. As an action researcher, my goal has not been to establish a definitive theory of learning (Sagor, 1992). Otherwise, my aim has been to understand what is happening in my classroom and to identify possible improvements in this specific context.

What is more, a distinctive characteristic of action research is its emphasis on collaboration. It is usually carried out by a change agent—in this case an educator —who partners with a specific group, such as a classroom. The change agent facilitates data collection and works jointly with the group to formulate strategies to tackle the identified problems (Tomal, 2010).

A final distinguishing feature of action research is the researcher’s employment of various interventions, which are structured activities serving as the mechanism for the research action. These interventions encompass different techniques such as interviews, strategic planning, survey feedback or problem-solving strategies (Tomal, 2010).

While the essence of this work is action research, characteristics of qualitative research can be found implicitly.  It can be understood to have points in common because this research is based on the assumption that observations of phenomena are interpreted by the researcher. It is also unique and personal, as each student is different and has a different background. Specifically, we can speak of a case study, because the aim was to better understand a person's behavior and their perception of their environment and situation. Research often involves understanding people's perceptions of the phenomena in question (Tomal, 2010). In this case, how the subjects process the ability to play by ear. Case description is an important tool, both for the part in which I have trained myself, and for the part in which I have trained my pupils.

This project follows O'Leary's model of research cycles, captured in Figure 9, as an experiential learning approach designed to refine methods, data, and interpretation with each cycle. The choice is due to the fact that the process begins with an initial phase of observation and data collection before any planning, allowing for the collection of control data beneficial for analysis (Koshy, 2010). At first glance, the topic of playing by ear has already been studied for many years, but it has not yet been implemented in a practical way in music lessons. Work has been carried out in three cycles over a period of six months (with three two-month stages).