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Dynamic Group-Piano Teaching
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Table of 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

About the Author

Pamela D. Pike is Aloysia L. Barineau Associate Professor of Piano Pedagogy at Louisiana State University.

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