Strategies in the formation of piano technique in elementary-level piano students: An exploration of teaching elementary-level technical concepts according to authors and teachers from 1925 to the present.
Abstract
In spite of the hundreds of books and articles written on the subject of piano technique throughout the 20th century, no consensus has been reached concerning the materials and procedures that should be used to teach basic concepts of piano technique. It is hoped that results of this study will provide all piano teachers with a clearer understanding of how to teach elementary level technique and that this may result in greater excellence in piano teaching and an increase in technical proficiency in young pianists in the United States. The purpose of this qualitative research study was two-fold: first, to analyze what influential writers of the past and present wrote regarding the teaching of elementary level technical concepts; second, to discover what strategies, methods, and materials excellent teachers of 5- to 11-year-old elementary level piano students use to develop a solid technical foundation that will prepare their young students to be capable of playing advanced works from the piano literature once they reach the high school and college levels. To accomplish this purpose, the technical systems of three source groups were analyzed to present three different perspectives on teaching elementary level piano technique to children. First, the writings of fifteen influential authors from 1925 to the present, designated Technique Authors, were studied. Second, writings by the authors of piano method series of the 20th century and current books and articles related to teaching piano technique to children were analyzed. This source group was designated Pedagogical Authors. Third, four Exemplary Teachers were interviewed and observed by the principal investigator to discover how teachers work with students in the private lesson to achieve excellent technical results. The technical systems of these three source groups were then compared to yield 107 Technical Principles that formed the basis for a grounded theory relating to teaching elementary level piano technique to children. Among the most interesting findings are the ideas of the seriousness of intent behind teaching every child, the importance of a knowledgeable teacher in the early years of piano lessons, and the importance of separating the instruction of technique from that of music reading by utilizing rote teaching. In terms of specific technical procedures, all the sources agreed in the importance of coordinating all parts of the playing apparatus from the beginning of study, which is done most effectively by teaching arm movements before finger movements.
Collections
- OU - Dissertations [9305]