Evolving Pedagogical Approaches inPiano Education: A Historical PedagogicalPerspective on Student Piano Performance,with Kabalevsky’s 24 Preludes as An Example

Resumen

Piano pedagogy has historically evolved from rigid technical drills to expressive, student-centered approaches, influenced by cultural, ideological, and institutional contexts. This study explores how Kabalevsky’s 24 Preludes exemplify the intersection of pedagogy, performance, and ideology in Soviet and global traditions. This research examines the historical development of piano pedagogy, analyzes Kabalevsky’s 24 Preludes within Soviet educational frameworks, and identifies key pedagogical shifts across historical periods shaping performance practices and institutional approaches. A qualitative Systematic Literature Review (SLR) was conducted using the PRISMA framework. One hundred studies were screened across databases, including, Elsevier, SpringerLink, JSTOR, WOS, Google Scholar, and ResearchGate. Eighteen articles met the inclusion criteria and were thematically analyzed to address the research objectives. The study identifies historical shifts toward expressive, student-centered pedagogy and reveals Kabalevsky’s 24 Preludes as unique repertoire, uniting technical fluency with ideological functions, thereby illustrating how Soviet works simultaneously embodied pedagogy, artistry, and cultural-political values. Piano pedagogy has expanded beyond technical mastery into reflective, ideological, and cultural domains. Historically informed approaches, exemplified by Kabalevsky, remain vital for integrating tradition, creativity, and professional training in contemporary piano education.