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xii | |
| Preface |
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xiii | |
| Acknowledgments |
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xvii | |
| Introduction |
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1 | (4) |
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SECTION 1 Background of Group Piano and Working with Groups |
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5 | (62) |
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7 | (19) |
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Historical Overview of Group Piano and Its Context Today |
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7 | (2) |
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Categories of Group-Piano Lessons |
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9 | (1) |
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9 | (2) |
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11 | (5) |
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Group Piano Only and the Teaching Space |
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16 | (2) |
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Benefits of Group Piano for Student and Teacher |
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18 | (1) |
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Considerations Regarding Group Piano |
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19 | (2) |
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Special Skills Required of an Effective Group-Piano Teacher |
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21 | (1) |
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Student Readiness for Group-Piano Lessons |
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22 | (1) |
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Teacher Readiness for Group-Piano Lessons |
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23 | (1) |
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24 | (1) |
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Pedagogy in Action (Questions to Answer) |
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25 | (1) |
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2 Brief Overview of Learning Theories that Teachers Should Consider |
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26 | (13) |
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26 | (1) |
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27 | (7) |
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Discussion and Implementation in the Piano Class |
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34 | (3) |
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37 | (2) |
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3 Group Theory and Group Dynamics in the Piano Class |
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39 | (17) |
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Two Vignettes of Group-Piano Students |
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39 | (2) |
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41 | (3) |
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44 | (5) |
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Discussion of the Stages of Group Growth and Gohesiveness |
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49 | (1) |
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Priming the Group for Success and Considerations for Group-Piano Instructors |
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50 | (2) |
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52 | (2) |
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Additional Reading and Exploration |
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54 | (2) |
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4 Addressing Individual Learning Styles within the Group-Piano Class |
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56 | (11) |
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56 | (1) |
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Individual Personality Types and Learning Styles |
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57 | (4) |
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Reinforcing Cognitive Strategies and Learning Styles in the Piano Lab |
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61 | (2) |
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Using Cognitive Strategies and Kolb's Learning Styles in the Group-Piano Class |
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63 | (2) |
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65 | (1) |
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66 | (1) |
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SECTION 2 Group-Piano Students: Adults |
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67 | (44) |
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5 The Music Major: College-Level Group Piano |
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69 | (15) |
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69 | (3) |
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NASM Requirements and Recommendations |
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72 | (1) |
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73 | (6) |
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79 | (3) |
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82 | (2) |
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6 The Non-Major: Adult Groups for College Credit |
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84 | (7) |
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84 | (2) |
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86 | (1) |
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College Texts for Non-Majors |
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87 | (3) |
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90 | (1) |
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7 Leisure Adults in the Independent Studio, Community Schools, and Other Locations |
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91 | (20) |
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91 | (1) |
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92 | (4) |
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Characteristics of Adult Learners |
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96 | (4) |
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Needs of the Leisure Student and the Curriculum |
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100 | (3) |
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Adult Leisure Text and Music Review |
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103 | (4) |
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Handbooks for Teachers of Adults |
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107 | (1) |
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107 | (4) |
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SECTION 3 Group-Piano Students: Children |
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111 | (36) |
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8 Overview of Group Music Programs for Children |
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113 | (11) |
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113 | (1) |
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Historic Group Programs for Children---European Influences |
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114 | (4) |
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118 | (2) |
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North American Influences |
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120 | (2) |
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122 | (2) |
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9 Group Piano for Children in the Independent Studio and K--12 Schools |
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124 | (23) |
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Overview of Group Piano for Children |
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124 | (8) |
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Average-Age Beginning Methods |
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132 | (2) |
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Resources for Advancing Groups |
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134 | (4) |
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Useful Books for Theory, Improvisation, Composition, and Music History |
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138 | (7) |
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Materials Designed for Group-Piano Camps |
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145 | (1) |
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Books Specifically for K--12 Piano Classes |
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145 | (1) |
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145 | (2) |
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SECTION 4 The Group-Piano Instructor |
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147 | (54) |
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10 Advantages and Disadvantages of Group Teaching and Additional Thoughts on Assessment from the Instructor's Perspective |
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149 | (6) |
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Advantages of Group-Piano Teaching |
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149 | (1) |
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Disadvantages of Teaching Group Piano |
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150 | (2) |
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152 | (2) |
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154 | (1) |
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11 Characteristics of Effective Group-Piano Teachers |
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155 | (12) |
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155 | (9) |
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164 | (1) |
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165 | (2) |
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12 Common Pitfalls of Beginning Group-Piano Instructors and How to Avoid These Mistakes |
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167 | (10) |
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167 | (1) |
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Policy and Procedural Issues |
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167 | (3) |
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170 | (1) |
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Teaching Difficulties, Issues, and Assessment Concerns |
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171 | (3) |
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174 | (1) |
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175 | (2) |
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13 Establishing Trust within the Group |
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177 | (7) |
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177 | (1) |
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177 | (3) |
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Sample Student Activities |
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180 | (2) |
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182 | (2) |
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14 Logistics of Teaching Group Piano |
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184 | (8) |
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184 | (3) |
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Space in the Studio---Considerations |
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187 | (1) |
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188 | (2) |
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190 | (2) |
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15 Technology for the Group-Piano Instructor |
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192 | (9) |
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192 | (1) |
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193 | (2) |
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Additional Technology to Enhance the Learning Experience |
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195 | (1) |
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Keeping Up with Technological Change |
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196 | (1) |
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197 | (4) |
| Appendix A.1 Student Performance Evaluation Sheet: Young Beginners |
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201 | (2) |
| Appendix A.2 Student Performance Evaluation Sheet: Average-Age Beginners |
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203 | (1) |
| Appendix A.3 Student Performance Evaluation Sheet: Late-Elementary and Intermediate Students |
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204 | (1) |
| Appendix B Resources for Piano Camps |
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205 | (2) |
| Appendix C.1 Group-Piano Learning Style Preference Survey |
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207 | (3) |
| Appendix C.2 Group-Piano Learning Style Preference---Answer Key: For College-Aged and Adult Students |
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210 | (2) |
| Appendix C.3 Performance Assessment Rubric: t. Elementary and Intermediate Repertoire |
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212 | (1) |
| Appendix D.1 Group Piano Method Evaluation Template for Children's Books |
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213 | (2) |
| Appendix D.2 Group Piano Method Evaluation Template for Adult Books |
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215 | (1) |
| Appendix E.1 Group-Piano Observation Form: Children's Classes |
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216 | (1) |
| Appendix E.2 Group-Piano Observation Form: Adult Classes |
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217 | (1) |
| Appendix E.3 Group-Piano Observation Form: Interpersonal Communication of Effective Teachers |
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218 | (2) |
| Appendix E.4 Group-Piano Teaching Video Self-Assessment Form 1 |
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220 | (1) |
| Appendix E.5 Group-Piano Teaching Video Self-Assessment Form 2 |
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221 | (2) |
| References |
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223 | (6) |
| Index |
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229 | |
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