How can piano teachers successfully foster student participation
and growth from the outset? How can teachers prepare and sustain
their influential work with beginner student musicians? This book
presents answers to these questions by making important connections
with current music education research, masters of the performance
world, music philosophers, and the author's 30-year career as a
piano pedagogy instructor in Canada, the USA, Australia, New
Zealand, and Japan. It investigates the multilayered role piano
teachers play right from the very beginning - the formative first
four to five years during which teachers empower students to
explore and expand their own emerging musical foundations. This
book offers a humane, emancipatory, and generous approach to
teaching by grappling with some of the most fundamental issues
behind and consequences of studio music teaching. More experiential
than abstract and cerebral, it demonstrates how teaching beginner
piano students involves an attentiveness to musical concerns like
our connection to music, learning to play by ear and by reading,
caring for music, the importance of tone and technique, and helping
students develop fluency through their accumulated repertoire.
Teaching beginner students also draws on personal aspects like
independence and authenticity, the moral and ethical dignity
associated with democratic relationships, and meaningful
conversations with parents. Further, another layer of teaching
beginners acknowledges both sides of the coin in terms of growth
and rest, teaching what is and what might be, as well as supporting
and challenging student development. In this view, how teachers
fuel authentic student musicians from the beginning is intimately
connected to the knowledge, beliefs, and values that permeate their
thoughts and actions in everyday life. Fundamentals of Piano
Pedagogy stands out as a much-needed instructional resource with
immense personal, practical, social, philosophical, educational,
and cultural relevance for today's studio music teachers. Its
humanistic and holistic approach invites teachers to consider not
only who they are and what music means to them, but also what they
have yet to imagine about themselves, about music, their students,
and life.
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