Examining Artist-Led Pedagogical Practices in Music Education: Enhancing Students’ Artistic Skill Development in Secondary Schools

Abstract

This study examines artist-led pedagogical practices in music education and their role in enhancing students’ artistic skill development in secondary schools. The research is grounded in the integration of professional artists into school-based learning environments, emphasizing experiential, collaborative, and practice-oriented approaches. A qualitative research design was employed, with data collected through in-depth interviews, classroom observations, and document analysis conducted in a secondary school in Indonesia. The findings reveal that artist-led pedagogical practices significantly contribute to students’ artistic skill development, particularly in musical performance, creativity, and expressive abilities. These practices also foster increased student motivation, confidence, and engagement in learning activities. The presence of professional artists introduces innovative teaching strategies that differ from conventional classroom instruction, encouraging active participation and collaborative learning. However, challenges such as limited time allocation, resource constraints, and coordination issues between stakeholders were identified. Despite these challenges, the study highlights the potential of artist-led approaches to enrich music education and support holistic student development. The findings suggest that integrating professional artistic practices into formal education can serve as an effective pedagogical model for improving the quality of music education in secondary schools

Keywords: artist-led learning; music education; pedagogical practices; artistic skill development; secondary schools

DOI: 10.7176/ADS/116-01

Publication date: April 30th 2026