In South East Asia, a nexus of social conditions influences private music education, creating situations where students’ musical development could be neglected or actively impaired. Such musical inhibition has not been widely researched nor well understood. This basic qualitative research study aims to explore how twelve private studio teachers in Singapore and the Klang Valley of West Malaysia understand the inhibition of musicality in their students. We made use of four factional stories in semi-structured interviews with purposefully sampled piano teachers. The factional stories described sources of inhibition, including parental disinterest, abusive teaching, student personality, and parental pressure. The interviews elicited stories from the participants that contradicted or confirmed elements of the factional stories. Our analysis identified some of the symptoms of musical inhibition: trauma, loss of interest, and loss of confidence. We also identified some causes of musical inhibition, including parental pressure, misuse of examinations, and teaching that is militaristic, threatening, abusive or fierce. Understanding the inhibition process allows teachers to be trained in recognising and circumventing inhibition processes, thereby contributing to the flourishing of the student in question.

中文翻译：

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音乐性的抑制：马来西亚和新加坡钢琴教师的观点

在东南亚，一系列社会条件影响着私人音乐教育，造成学生的音乐发展可能被忽视或受到严重损害的情况。这种音乐抑制尚未得到广泛研究或充分理解。这项基本定性研究旨在探讨新加坡和西马来西亚巴生谷的 12 名私人工作室教师如何理解学生音乐性的抑制。我们在对有目的地抽样的钢琴教师进行半结构化采访时利用了四个派系故事。这些派系故事描述了压抑的根源，包括父母的冷漠、虐待性的教学、学生的个性和父母的压力。采访引出了参与者的故事，这些故事与派系故事的内容相矛盾或证实。我们的分析确定了音乐抑制的一些症状：创伤、兴趣丧失和信心丧失。我们还发现了音乐抑制的一些原因，包括父母的压力、考试的误用以及军国主义、威胁性、辱骂性或激烈的教学。了解抑制过程可以让教师接受识别和规避抑制过程的培训，从而有助于学生的成长。