Dynamic Group-Piano Teaching: Transforming Group Theory into Teaching Practice

Contents

• Acknowledgements
• List of Figures
• Preface
• Introduction
• Section 1 Background of Group-Piano & Working With Groups
• Chapter 1 Group-Piano 101
• Objectives
• Historical Overview of Group-Piano and Its Context Today
• Categories of Group-Piano Lessons
• Occasional Group Classes
• Regular Group Classes
• 3 Weeks of Private Lessons; Group Lesson Only During 4th Week
• 4 Weeks of Private Lessons; Group Lesson Also During 4th Week
• Private (or Partner) Lesson & Group Class Every Week
• A Note About Partner Lessons
• A Private Lessons and a Group Lesson on Alternating Weeks
• Occasional Group Camps
• Group-Piano Only and the Teaching Space
• Benefits of Group-Piano for Student and Teacher
• Considerations Regarding Group-Piano
• Special Skills Required of a Group-Piano Teacher
• Student Readiness for Group-Piano Lessons
• Teacher Readiness for Group-Piano Lessons
• A Final Note of Caution
• Pedagogy in Action (Questions to Answer)
• References for Chapter 1
• Chapter 2 Brief Overview of Learning Theories That Teachers Should Consider
• Objectives
• Introduction
• Learning Theories
• What is Learning?
• Behaviorism
• Psychosocial Development, Cognitive Development & Human Learning
• Other Theorists & Theories for Teachers to Consider and Explore
• Discussion & Implementation in the Piano Class
• Reflection on the Use of Learning & Developmental Theories in the Group-Piano Setting
• Two Sample Classes
• Pedagogy in Action
• References for Chapter 2
• Chapter 3 Group Theory and Group Dynamics in the Piano Class
• Objectives
• Two Vignettes of Group-Piano Students
• Vignette One: First-Year Group Piano
• Vignette Two: Beginning Seven-Year-Old Group Piano
• The Power of the Group
• Group Dynamics and Group Growth: Background & Relevance to Group-Piano
• Stages of Group Growth
• Forming
• Storming
• Norming & Performing
• Adjourning
• Discussions of the Stages of Group Growth and Cohesiveness
• Priming the Group for Success and Considerations for Group-Piano Instructors
• Pedagogy in Action
• Additional Reading & Exploration
• References for Chapter 3
• Chapter 4 Addressing Individual Learning Styles Within the Group-Piano Class
• Objectives
• Preferred Learning Modes
• Individual Personality Types & Learning Styles
• Myers-Briggs Type Indicator
• Kiersey & Golay Personality Types
• Kolb's Learning-Style Preferences
• Reinforcing Cognitive Strategies & Learning Styles in the Piano Lab
• Useful Cognitive Strategies
• Using Learning Theories & Kolb's Learning Styles in the Group-Piano Class
• Engaging Active Experimenters & Reflective Observers in Technical Exercises
• Engaging Thinkers & Feelers in Improvisation
• Conclusion
• Pedagogy in Action
• References for Chapter 4
• Section 2 Group-Piano Students: Adults
• Chapter 5 The Music Major: College-Level Group Piano
• Objectives
• Introduction
• Philosophy for Including Piano Proficiency in the Undergraduate Music Curriculum
• Suggested & Required Skills
• Placement Tests
• NASM Requirements & Recommendations
• Overview of Piano Skills Required of Music Majors
• Assessment
• Syllabus
• Purpose & Materials
• Piano Proficiency Exam
• After the Proficiency & Supplemental Resources
• College Text Overviews
• Alfred's Group Piano for Adults
• Piano for the Developing Musician
• Keyboard Musicianship
• Contemporary Class Piano
• Piano Lab
• Pedagogy in Action
• References for Chapter 5
• Chapter 6 The Non-Major: Adults Groups for College Credit
• Objectives
• The Non-Music Major
• Philosophy & Theory
• Assessment
• Individual Assessment
• Piano Placements
• College Texts for Non-Majors
• Piano 101
• Piano for Pleasure
• Keyboard Fundamentals
• Pedagogy in Action
• References for Chapter 6
• Chapter 7 Leisure Adults in the Independent Studio, Community Schools, and Other Locations
• Objectives
• Introduction
• Grouping Adults
• Andragogy
• Lifespan Development
• Characteristics of Adult Learners
• Common Characteristics of Adults & Considerations for Teachers
• Cognitive Changes Associated with Age
• Physical Changes Associated with Age
• Other Implications of Age on Piano Study: The Importance of Clarity
• Needs of the Leisure Student and the Curriculum
• Serious Music Study or RMM: Two Paths Toward Musical Development
• Considerations when Designing Curriculum and Choosing Materials
• Adult Leisure Text Review
• Adult Piano Adventures
• Adult Piano Method (Hal Leonard Student Library)
• Piano Fun for Adult Beginners & Piano Fun
• Play Piano Now!
• I Used to Play Piano
• Returning to the Piano
• Handbooks for Teachers of Adults
• Making Music at the Piano: Learning Strategies for Adult Students
• Recreational Music Making Handbook for Piano Teachers
• Pedagogy in Action
• References for Chapter 7
• Section 3 Group-Piano Students: Children
• Chapter 8 Overview of Group Music Programs for Children
• Objectives
• Introduction
• Historic Group Programs for Children - European Influences
• Dalcroze Eurythmics
• Applications to Group-Piano
• The Kodlay Method
• Applications to Group-Piano
• Orff-Schulwerk
• Applications to Group-Piano
• Asian Influences
• The Suzuki Method
• Applications to Group-Piano
• Yamaha Music Education Program
• Applications to Group-Piano
• North American Influences
• Kindermusik International
• Musikgarten
• Music for Young Children
• Pedagogy in Action
• References for Chapter 8
• Chapter 9 Group-Piano for Children in the Independent Studio & K-12 Schools
• Objectives
• Overview of Group-Piano for Children
• Philosophy & Theory of Teaching Children in Groups
• Typical Types of Group-Piano for Children & Curricular Considerations
• Methods & Materials for Children in Beginning Group-Piano
• Average-Age Beginning Methods
• Alfred's Basic Group Piano Course
• The Music Tree
• Other Methods That May Be Used
• Resources for Advancing Groups
• Ensemble Resources
• Alfred Basic Piano Library Ensemble Books
• Hal Leonard Student Piano Library Ensemble Books
• Ogilvy Music Ensembles
• Ensemble Music for Group Piano
• PianoTeams
• Games
• Teacher Books on Games
• Useful Books for Theory, Improvisation, Composition, & Music History
• General Resources for Teachers
• Theory
• Resources for Teachers
• Books for Students
• Improvisation
• Composition
• Books for Teachers
• Books for Students
• Music History & World Music
• Materials Designed for Group-Piano Camps
• Books Specifically for K-12 Piano Classes
• Pedagogy in Action
• References & Teacher Resources for Chapter 9
• Section 4 The Group-Piano Instructor
• Chapter 10 Advantages and Disadvantages of Group Teaching & Additional Thoughts on Assessment from the Instructor's Perspective
• Objectives
• Advantages of Group-Piano Teaching
• Disadvantages of Teaching Group-Piano
• Assessment
• Pedagogy in Action
• References for Chapter 10
• Chapter 11 Characteristics of Effective Group-Piano Teachers
• Objectives
• Effective Group Teachers
• Curriculum
• Lesson Planning & Realization
• Group Engagement
• Measurement of Individual Outcomes
• Student Motivation
• Conclusions
• Pedagogy in Action
• References & Resources for Chapter 11
• Chapter 12 Common Pitfalls of Beginning Group-Piano Instructors & How to Avoid These Mistakes
• Objectives
• Introduction
• Policy & Procedural Issues
• Lesson Scheduling & Length of Term
• Unclear or Unstated Expectations for Students and Families
• Curricular Issues
• Inappropriate Lessons & Materials
• Lack of Specific Long-Term Goals & Objectives
• Inadequate Reinforcement
• Teaching Difficulties, Issues, & Assessment Concerns
• Teaching Not Telling
• Pacing, Flexibility, & Wasted Time
• Too Few Group Activities & Little Serious Learning or Musicianship
• Classroom Management
• Individual & Group Assessment
• Final Thoughts & Ideas
• Pedagogy in Action
• References for Chapter 12
• Chapter 13 Establishing Trust Within the Group
• Objectives
• Introduction
• Teacher's Role
• Sample Student Activities
• Rehearsing Ensemble Repertoire
• Improvising Accompaniments
• Pedagogy in Action
• References for Chapter 13
• Chapter 14 Logistics of Teaching Group-Piano
• Objectives
• Scheduling
• Surveys
• Optimal Time of Day
• Marketing
• Space in the Studio - Considerations
• Ancillary Materials
• Books & Multiple Copies of Music
• Games & Manipulatives
• Pedagogy in Action
• References for Chapter 14
• Chapter 15 Technology for the Group-Piano Instructor
• Objectives
• Introduction
• Basic Technology
• Digital & Electronic Pianos
• Computers, Audio, & Visual Aids
• Additional Technology to Enhance the Learning Experience
• Keeping Up With Technological Change
• Pedagogy in Action
• References & Resources for Chapter 15
• Appendix A.1
• Appendix A.2
• Appendix A.3
• Appendix B
• Appendix C.1
• Appendix C.2
• Appendix C.3
• Appendix D.1
• Appendix D.2
• Appendix E.1
• Appendix E.2
• Appendix E.3
• Appendix E.4
• Appendix E.5
• References
• Index