The Role of Singing in Piano Teaching: Issues and Solutions

Abstract

Background and Aim: For coordination and singing abilities, students should practice with children's books, connect sight and feel to piano pitches, use simple accompaniments, and receive feedback. This article explores the role of singing in piano teaching, discussing strategies for improvement, textbook selection, classroom fun, parent communication, sight singing, ear training, and enriching children's music lives. Methodology: This paper is a documentary study that combines descriptive content analysis with goals-oriented thinking. Results: The issues with pitch, coordination, song familiarity, and self-assurance. Solutions include helping students with basic vocalizations, focusing on correct breathing techniques, using children's piano books, and providing motivation and constructive criticism. Sustained instruction and practice can improve coordination and vocal capabilities. Pedagogical approaches should be refined, and tailored to students' age, gender, and individuality, and teachers should enhance their expertise and establish clear teaching objectives. Time allocation and textbook selection should be based on the course schedule, and novel pedagogical approaches like role exchange can enhance student engagement. Consistent communication with parents is crucial for children's piano skills development. Sight singing and ear training can develop children's ability to perceive and use music. Conclusion: The document review addresses issues with the role of singing in piano teaching, focusing on pitch, coordination, song familiarity, and self-assurance. Solutions include basic vocalizations, breathing techniques, using children's books, motivation, and teacher training.