Abstract

The primary purpose of this article is to discuss and unravel the current status of private music education in Malaysia with particular reference to piano instruction. In this context, “private music education” refers to vocal and instrumental lessons conducted outside of the Malaysian public school system. These lessons are based on a set examination syllabus offering certificates and diplomas to successful candidates. The article will explore The primary purpose of this article is to discuss and unravel the current status of private music education in Malaysia with particular reference to piano instruction. In this context, “private music education” refers to vocal and instrumental lessons conducted outside of the Malaysian public school system. These lessons are based on a set examination syllabus offering certificates and diplomas to successful candidates. The article will explore the influence of a uniquely British tradition of music examinations and assessment in postcolonial Malaysian society. This article will also discuss how paper qualifications issued by these British music examination boards takes precedence and is valued as more important over the process of learning music itself. This curious form of “modus operandi” in music education has perpetuated an examination-oriented culture that views music learning as synonymous to music testing. Thus, for many music educators, the responsibility of preparing students for these music exams has singularly become the sole objective in music learning. The music education system in postcolonial Malaysia is at a crucial crossroad of negotiation: Are the noble objectives of learning music a “Pleasure” or a “Pressure”?