The differences between novice and expert group-piano teaching strategies: A case study and comparison of beginning group piano classes

Abstract

This case study compares the teaching strategies employed by a novice and an expert instructor of two beginning children’s group-piano classes. In the United States, there is a century-long tradition of teaching piano to children in groups, and group teaching is championed in pedagogy texts and at professional educator conferences throughout the world. However, there are few meaningful formal opportunities for professional development of group-teaching skills or for observation of successful group-piano instruction available to teachers who wish to develop group-teaching skills. This exploratory study seeks to provide some initial data about group-teaching practices of novice and expert teachers. Curricular considerations, teaching techniques, and student engagement and learning emerged as common themes. Analysis highlights how the components of these themes manifested themselves in these novice and expert teachers’ classes and describes how these teaching techniques affected students. It is hoped that future research will include testing new paradigms for training teachers to work effectively with groups of beginning piano students.

The Application of Constructivism Teaching Theory in College Piano Teaching

“…For example, German scholar Hart believes that the former teaching philosophy still plays a major role in nurturing teachers. In other words, the teaching material of the theory can hardly be reflected in the actual examination [8]. The discussion of teaching theory is relatively isolated from each other and stands in their respective positions.…”

Mastery, enjoyment, tradition and innovation: A reflective practice model for instrumental and vocal teachers

“…The broad values of mastery (e.g., Lacaille, Koestner, & Gaudreau, 2007; Miksza, 2011; Persson, 1994; Pike, 2014; Schenck, 1989; Schmidt, 2005), enjoyment (e.g., Hallam & Creech, 2010; Lacaille et al, 2007; Lowe, 2012; Mills & Smith, 2003; Schenck, 1989), tradition (e.g., Creech & Gaunt, 2012; Jaramillo, 2008; Metcalfe, 1987; Plummeridge, 2001) and innovation (e.g., Creech & Gaunt, 2012; Ward, 2004) have been identified in research and other literature, as has the challenge of balancing them in terms of priority. In relation to mastery and enjoyment, Hallam and Creech (2010) wrote that “while expecting high standards and making learning enjoyable are not mutually exclusive there is a need to ensure that a balance is maintained” (p. 89).…”

Color Usage Study in Poco Piano Book for Beginner Young Children

“…Book as a learning material source also requires supports from other education components, for instance teachers. In piano lesson for instance, the teacher has to be able to adjust the book material and the learning material with the age and student group in achieving the learning goals and objectives [4]. Piano teachers have to stimulate the students to be able to have full involvement in the learning process, for instance by referring to professional literatures which can be the source of intrinsic motivation [5].…”