Description: A concise pedagogical approach for prospective and experienced teachers on the development of a pianist_s learning and performing skills from the beginning phases of study through intermediate levels.
Designed specifically to be used as a text for piano pedagogy courses, the book offers both prospective and experienced piano teachers a concise treatise on how to develop the learning and performing foundation from the beginning phases of a student_s musical experience to the intermediate level of advancement.
Part One proposes a pedagogical approach to developing a student_s pianistic foundation and examines the effect that one_s beginning years of study have upon all future musical experience at the piano, regardless of talent potential. Chapters 1, 2 and 3 present a philosophical overview of teaching piano and explore the all-encompassing synthesis of mind, ear, and body, and its relationship to rhythm in piano playing. The crucial need for piano teachers to understand this synthesis and its relationship from the initial stages of a student_s development is examined from the mental, aural, rhythmic and physical perspectives.
Part Two "brings the pedagogical approach to life" in six stages of complexity. Chapters 4 through 9 present the sequential ordering of selected key concepts and literature in each stage. This provides the piano teacher with guidelines for promoting a system for learning which emulates the intuitive process of the prodigy or model learner. The order of the instructional sequence serves as a model on which each student_s basic musical aptitude, experience and learning capacity can be judged within the context of individual learners.
Key concepts and teaching strategies in the six stages are illustrated with 178 examples of recommended teaching materials from both a core curriculum and supplementary literature standpoint. In some instances, an alternate literature curriculum is suggested for those students who prefer a less classically oriented "literature diet."
The six stages offers piano teachers a "new system" for classifying a student_s progress within the elementary level of study. The rise in notational and musical complexity in each stage is examined in terms of how increased complexity affects the overall challenge of learning and performing differenct kinds of textures and styles of music. Literature suggestions are presented that will acquaint students with embryonic versions of compositions that emulate intermediate and advanced piano literature written by the master composers. These pieces enable teachers to explore a variety of musical textures, forms and compositional devices.