Exploring the Mechanisms of Narrative-Experiential Integrated Pedagogy in Promoting Accordion Performance Skills within Music Education

Abstract

Traditional accordion pedagogy has relied heavily on technique-decomposition approaches — scale drilling and etude repetition — leaving a persistent gap between technical proficiency and artistic expression, particularly across bellows control, finger articulation, and interpretation. Narrative pedagogy and experiential learning have each proven effective in music education, yet their integration for developing instrumental performance skills remains theoretically underdeveloped, especially for the accordion, whose bellows-driven embodied demands fall outside both frameworks. This paper proposes a Narrative-Experiential Integrated Teaching Framework (NEITF) comprising three components — narrative, experiential, and integrative — and analyzes how each contributes to accordion performance skill development. The analysis suggests a differentiated theoretical role for each component: bellows skills are proposed to benefit primarily from the experiential channel’s sensorimotor feedback loop, finger articulation from narrative reframing of touch selection, and interpretation from the integrative layer’s reflective synthesis. As a conceptual contribution, this study develops testable propositions rather than empirical findings; pilot studies and quasi-experimental designs are identified as priorities for future validation. The framework carries implications for theory development in instrumental music education.