The arrangement and pedagogical evaluation of Iranian folk melodies for use in beginner level piano education

Culture refers to the significant spiritual and material elements that a society has preserved throughout its history. These elements are shared among individuals both from the past and present, and any society is influenced by and can influence other societies through interaction. One of the important symbols of culture is the branches of folk art that reflect a society's historical memory, among which folk music is prominent. Considering the role of cultural heritage in education, it becomes evident that integrating such elements into teaching practices can enrich the learning experience. In piano education, selecting appropriate teaching methods plays a crucial role in helping students acquire the necessary skills and achieve their learning objectives. This study aims to present and evaluate the adaptation process of Iranian folk melodies for beginner-level piano education. The research focuses on both the pedagogical and musical aspects of integrating local musical elements into formal piano instruction. The primary research question explores how Iranian folk tunes can be arranged for piano and how effective these arrangements are in early-stage piano pedagogy. Sub-questions investigate the educational appropriateness of the arrangements in terms of technical simplicity, modal integrity, and their potential to support student motivation and musical development. Using a qualitative case study model, data was gathered through semi-structured interviews conducted with three expert piano educators who have academic backgrounds in modal music and Iranian folk traditions. Participants were selected purposefully and identified as Öğr1, Öğr2, and Öğr3 to ensure ethical confidentiality. The interview data was analyzed through thematic coding and categorized into pedagogical, technical, musical, and cultural dimensions. The findings show that the arranged folk melodies were generally found suitable for beginner students in terms of hand positioning, articulation, fingerings, and rhythmic patterns. Experts emphasized that the melodic familiarity of the pieces can help build emotional connections between the student and the material, enhancing both engagement and retention. Moreover, these pieces contribute to the development of essential skills such as sight-reading, rhythmic understanding, and expressive playing. However, some limitations were noted. In comparison with classical technical etudes like Czerny, the pieces were found less effective in promoting high-level technical proficiency. Experts recommended additional work, such as incorporating more dynamic markings and adapting harmonic structures in certain pieces for better clarity and pedagogical function. In conclusion, the study highlights the educational value of incorporating Iranian folk melodies into early piano education. It offers practical suggestions for curriculum development and advocates for culturally responsive pedagogy that supports local music traditions while meeting pedagogical goals. Ultimately, this research underscores the significance of bridging traditional cultural heritage with modern piano pedagogy, ensuring that music education remains both contextually relevant and pedagogically effective.