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Teaching Piano in Groups provides a one-stop compendium of information related to all aspects of group piano teaching. Motivated by an ever-growing interest in this instructional method and its widespread mandatory inclusion in piano pedagogy curricula, Christopher Fisher highlights the proven viability and success of group piano teaching, and arms front-line group piano instructors with the necessary tools for practical implementation of a system of instruction in their own teaching. Contained within are: a comprehensive history of group piano teaching; accessible overviews of the most important theories and philosophies of group psychology and instruction; suggested group piano curricular competencies; practical implementation strategies; and thorough recommendations for curricular materials, instructional technologies, and equipment. Teaching Piano in Groups also addresses specific considerations for pre-college teaching scenarios, the public school group piano classroom, and college-level group piano programs for both music major and non-music majors. Teaching Piano in Groups is accompanied by an extensive companion website, featuring a multi-format listing of resources as well as interviews with several group piano pedagogues.
This volume provides a broad examination of how technology and globalisation have influenced contemporary higher education institutions and how moves towards internationalisation within and between educational providers continue to be a force for change in this context. Showcasing the varied responses to and utilisation of new technologies to support international teaching and learning endeavours at a range of higher education institutions, this book introduces content from around the world, emphasising the global importance of the internationalisation of education. Featuring contributions from some fresh young voices alongside the work of experienced and internationally renowned scholars this collection critically scrutinises the potential of information and communication technologies (ICTs) on the capacities and patterns of university education; assesses and refines the contention that ICTs are facilitating the (re-)shaping of university practices as well as challenging traditional educational models and learning strategies; provides a comprehensive portrait of the ways in which ICT use engages higher education providers, society, and individuals to facilitate potentially more democratic, globally focussed access to knowledge generation, creation, investigation, and consumption processes through internationally focussed education; and examines the differing pace and scope of change in international educational practice and context between and within countries and disciplines. With an international range of carefully chosen contributors, this book is a must-read text for practitioners, academics, researchers, administrators, policymakers, and anyone interested in the future of the university in an information age.
This handbook represents the cooperative effort of the Piano Instruction Committee of the Music Educators National Conference. In the chapter on "Expected Achievements and Illustrative Lesson Outlines," the sections on pages 49 and 50 represent the recommendations of the committee. The remaining sections (pages 51 through 86) are accounts of successful piano classes conducted under differing conditions. They are included in an effort to show the broad range of teaching possibilities in a piano class.
Piano Pedagogy: A Research and Information Guide provides a detailed outline of resources available for research and/or training in piano pedagogy. Like its companion volumes in the Routledge Music Bibliographies series, it serves beginning and advanced students and scholars as a basic guide to current research in the field. The book will includes bibliographies, research guides, encyclopedias, works from other disciplines that are related to piano pedagogy, current sources spanning all formats, including books, journals, audio and video recordings, and electronic sources.
Providing essential tools to transform college piano students into professional piano teachers, Courtney Crappell's Teaching Piano Pedagogy helps teachers develop pedagogy course curricula, design and facilitate practicum-teaching experiences, and guide research projects in piano pedagogy. The book grounds the reader in the history of the domain, investigates course materials, and explores unique methods to introduce students to course concepts and help them put those concepts into practice. To facilitate easy integration into the curriculum, Crappell provides example classroom exercises and assignments throughout the text, which are designed to help students understand and practice the related topics and skills. Teaching Piano Pedagogy is not simply a book about teaching piano--it is a book about how piano students learn to teach.
Just as musical etudes focus on the development of skills and address the technical problems encountered in keyboard literature, the "etudes" in Stewart Gordon's new book also focus on ideas which prepare piano teachers for meeting the problems encountered in piano performing and teaching. This major new collection on the piano teacher's art opens with an assessment of the role of the piano teacher, and goes on to explore various types of students and the challenge each presents: the moderately talented, but ambitious, student; the late beginner; the unusually gifted. Drawing on thirty years of teaching and performing, Gordon then bring fresh ideas to bear on the often-discussed areas of inner-hearing, pulse regulation, improvisation, sight-reading, and collaborative music making. There are sections on performance procedures, memorizing, pedalling, and historical performance practices; a carefully-balanced consideration of the role of the piano student and teacher; and realistic looks at the problems facing the profession today, the dynamics of a performing career, and the stages through which musicians' careers often pass. Designed to open up new avenues of inquiry, to provoke discussion and creative thinking, and to challenge and motivate students, these essays will be vital reading for all serious piano students and teachers.