GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice...

78
Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: Challenges, Solutions, Reflections, and Suggestions for the Future Melissa M. Slawsky, Ph.D. Candidate Center for Music Education Research, University of South Florida

description

This is my presentation for the GP3 Group Piano & Piano Pedagogy Conference taking place August 6th in Austin, Texas. I will be presenting the results of 2 pilot studies in preparation for my dissertation. This research focuses on the pianist's transition into the teaching role including challenges they face, solutions/resources they find, reflections and suggestions for the future.

Transcript of GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice...

Page 1: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: Challenges, Solutions, Reflections, and Suggestions for the Future

Melissa M. Slawsky, Ph.D. CandidateCenter for Music Education Research, University of South Florida

Page 2: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

BackgroundBackground

*B.M. piano- *B.M. piano- Florida Southern CollegeFlorida Southern College

*M.M. piano pedagogy-*M.M. piano pedagogy- Univ. of S. FloridaUniv. of S. Florida

*Ph.D. music education-*Ph.D. music education- Univ. of S. FloridaUniv. of S. Florida

Performance Performance Pedagogy Pedagogy Research Research

Page 3: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

IntroductionIntroductionStandard teacher-training program-Standard teacher-training program-

*Educational coursework*Educational coursework

*Observations of experienced teachers*Observations of experienced teachers

*Fieldwork experience/internships*Fieldwork experience/internships

*Supervised student teaching*Supervised student teaching

*Mentored when entering the field*Mentored when entering the field

Induction- 1-3 year yearsInduction- 1-3 year years

*sensitive and impressionable period*sensitive and impressionable period

*much research exists*much research exists

Page 4: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano Teacher TrainingPiano Teacher TrainingA very different framework-A very different framework-

*Master-apprentice model*Master-apprentice model

*Years of private study*Years of private study

*Piano Pedagogy Coursework*Piano Pedagogy Coursework

*Limited support when *Limited support when transitioning to the teaching roletransitioning to the teaching role

Page 5: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

The FieldThe Field*Lack of consistent guidelines and/or *Lack of consistent guidelines and/or

standards standards (Jacobson & Lancaster, 2006)(Jacobson & Lancaster, 2006)

*Professional development is not *Professional development is not mandated mandated (Heisler, 1995; Jacobson & Lancaster, 2006)(Heisler, 1995; Jacobson & Lancaster, 2006)

*Quality of instruction is unchecked and *Quality of instruction is unchecked and uncontrolled uncontrolled (Heisler, 1995; Wolfersberger, 1986)(Heisler, 1995; Wolfersberger, 1986)

*Piano teachers operate independently of *Piano teachers operate independently of professional structures professional structures (Jacobson & Lancaster, 2006)(Jacobson & Lancaster, 2006)

Page 6: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Master-Apprentice ModelMaster-Apprentice Model““TheThe master is the modelmaster is the model who who

demonstrates, directs,demonstrates, directs, comments and comments and inspires and theinspires and the apprentice is the apprentice is the discipledisciple who watches, listens, imitates who watches, listens, imitates and seeks approval’. This is still a and seeks approval’. This is still a powerful universal motivating force powerful universal motivating force particularly in conservatoires.particularly in conservatoires. It is also It is also a a firmly established modelfirmly established model for the for the teaching of music in many private teaching of music in many private music studios” music studios” (Uszler, Gordon, & Mach, 1993, (Uszler, Gordon, & Mach, 1993, p.584).p.584).

Page 7: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Master-Apprentice Model?Master-Apprentice Model?

• An apprenticing An apprenticing electricianelectrician studies with an studies with an electricianelectrician to to become an become an electricianelectrician

• An apprenticing An apprenticing pianist pianist studies with a studies with a piano teacherpiano teacher to to become a become a pianist (performer)pianist (performer)

(Then has to learn how to teach)(Then has to learn how to teach)

Page 8: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Research problemResearch problem

• How do pianists How do pianists make the make the transition transition from student to from student to teacher?teacher?

Page 9: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Cognitive ApprenticeshipCognitive Apprenticeship• Merges apprenticeship Merges apprenticeship

with formal trainingwith formal training• Experiences are Experiences are

articulatedarticulated• Increased independenceIncreased independence • Create authentic Create authentic

experiencesexperiences• Provide expert modelsProvide expert models• Opportunities for Opportunities for

collaborationcollaboration

Page 10: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano Pedagogy GuidelinesPiano Pedagogy Guidelines • National Conference on Keyboard Pedagogy’s National Conference on Keyboard Pedagogy’s

Task Force on Pedagogy Curricula (2004)Task Force on Pedagogy Curricula (2004)• NASM guidelines citedNASM guidelines cited

Recommended- Recommended- • Pedagogical courseworkPedagogical coursework• Observations of experienced teachersObservations of experienced teachers• A supervised internshipA supervised internship

Page 11: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Implementation ChallengesImplementation Challenges• ““Financial limitationsFinancial limitations” ”

(Fu, 2007; Uszler & Larimer, 1984)(Fu, 2007; Uszler & Larimer, 1984)

• ““Faculty acquisition”Faculty acquisition” (Fu, 2007; Uszler & Larimer, 1984)(Fu, 2007; Uszler & Larimer, 1984)

• ““Space, equipment, and library resources”Space, equipment, and library resources”(Uszler & Larimer, 1984, p.12)(Uszler & Larimer, 1984, p.12)

• AdministrationAdministration (Uszler & Larimer, 1984)(Uszler & Larimer, 1984)

• Advocating for piano pedagogyAdvocating for piano pedagogy

Page 12: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

An Uphill BattleAn Uphill Battle

• Piano pedagogy is Piano pedagogy is not not valuedvalued by some institutions by some institutions

• Tension between roles as Tension between roles as performers and teachersperformers and teachers

Page 13: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

PurposePurposea.a. Explore how piano teachers learn to Explore how piano teachers learn to

teach from and independent of piano teach from and independent of piano pedagogy coursework,pedagogy coursework,

- - overcome challengesovercome challenges, and, and

- continue to add to their pedagogy - continue to add to their pedagogy knowledgeknowledge

Page 14: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Purpose Purpose (continued)(continued)

b. Explore topics that would be b. Explore topics that would be most most usefuluseful in a in a ppiiaannoo ppeeddaaggooggyy course or course or programprogram

Page 15: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Qualitative ApproachQualitative Approach

• PhenomenologyPhenomenology“…“…there is an essence or essences there is an essence or essences

to shared experience” (Patton, to shared experience” (Patton, 2002, p. 106). 2002, p. 106).

• Heuristic Inquiry Heuristic Inquiry " " . . In heuristic research the . . In heuristic research the

investigator must have had a investigator must have had a direct, direct, personal encounterpersonal encounter with with the phenomenon being the phenomenon being investigated. There must have investigated. There must have been actual autobiographical been actual autobiographical connections” (Moustakas, connections” (Moustakas, 1990, p. 14)1990, p. 14)

Page 16: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Research QuestionsResearch Questions

1.1. How do piano teachers make the How do piano teachers make the transition from student to teacher? transition from student to teacher?

a. What a. What challengeschallenges do they face? do they face?

b. What b. What solutions/resourcessolutions/resources do they do they find?find?

c. What c. What learning experienceslearning experiences (formal (formal and informal) helped prepare them?and informal) helped prepare them?

Page 17: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Research QuestionsResearch Questions

2. What 2. What current challengescurrent challenges do piano do piano teachers face?teachers face?

a. What a. What solutions/resourcessolutions/resources do they find do they find to overcome these challenges?to overcome these challenges?

Page 18: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Research QuestionsResearch Questions3. What do piano teachers suggest for the 3. What do piano teachers suggest for the

future of:future of:

a. piano pedagogya. piano pedagogy

b. the piano curriculum, in general?b. the piano curriculum, in general?

Page 19: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Closely Aligned LiteratureClosely Aligned Literature

Colleen Conway- Music Education

Dissertation:

•Interviewed preservice music educators

•Goal- inform music methods courses

Page 20: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Induction ChallengesInduction Challenges

Challenges included:Challenges included:a. Classroom managementa. Classroom managementb. Routines for Learningb. Routines for Learningc. Finding & choosing a curriculumc. Finding & choosing a curriculumd. Re-establishment when moving to a new d. Re-establishment when moving to a new schoolschoole. Advocating for music educatione. Advocating for music education

(Conway & Hodgman, 2006)(Conway & Hodgman, 2006)

Page 21: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Implications for Beginning Music Implications for Beginning Music EducatorsEducators

• Handbook for the Beginning Music Handbook for the Beginning Music Teacher Teacher

(Conway & Hodgman, 2006)(Conway & Hodgman, 2006)

Page 22: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Implications for Mentors & Implications for Mentors & AdministratorsAdministrators

• Great Beginnings for Great Beginnings for Music Teachers: Music Teachers: Mentoring and Mentoring and Supporting New Supporting New Teachers Teachers (Conway & (Conway & MENC, 2003)MENC, 2003)

Page 23: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

ImplicationsImplications

By studying the transition from student By studying the transition from student to teacher, Conway informed:to teacher, Conway informed:

• a variety of music educatorsa variety of music educators

(from students to administrators)(from students to administrators)• The framework for teacher educationThe framework for teacher education• The field for which they will be The field for which they will be

enteringentering

Page 24: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Haddon (2009)Haddon (2009)Studied the experiences of the Studied the experiences of the

beginning applied music instrumental beginning applied music instrumental instructor:instructor:

• Commented on lack of support & Commented on lack of support & pedagogical training in the UKpedagogical training in the UK

• Interviewed undergraduate Interviewed undergraduate instrumentalists (instrumentalists (N= N= 16)16)

• Only 1 had formal training in Only 1 had formal training in teachingteaching

Page 25: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Haddon (2009)Haddon (2009)Instrumentalists listed several Instrumentalists listed several

challenges faced including:challenges faced including:• communication with students and communication with students and

parents parents

• balancing student, teacher, and parent balancing student, teacher, and parent expectations regarding repertoire, pace, expectations regarding repertoire, pace, and progress and progress

• ““maintaining teacher-authority[,] and maintaining teacher-authority[,] and

• achieving a balance between fun andachieving a balance between fun and

discipline” (p. 66).discipline” (p. 66).

Page 26: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Haddon (2009)Haddon (2009)• Teaching developed through instinct Teaching developed through instinct

and experienceand experience

• Influence of past teachers and Influence of past teachers and materialsmaterials

• Unaware of training opportunities and Unaware of training opportunities and pedagogical literaturepedagogical literature

Page 27: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Haddon (2009)Haddon (2009)• Recommended that pedagogical Recommended that pedagogical

training be increasedtraining be increased

• Support through mentoring programsSupport through mentoring programs

Page 28: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Pedagogical CourseworkPedagogical Coursework• Often the Often the onlyonly teacher-training teacher-training

experienceexperience

• It is It is criticalcritical that these courses are that these courses are relevant and effectiverelevant and effective

Page 29: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano PedagogyPiano Pedagogy

•Relatively new (100 years or so)Relatively new (100 years or so)

•Developed during a period of much Developed during a period of much social changesocial change

•Increasing in colleges and universities Increasing in colleges and universities (Fu, 2007; HEADS, 2007)(Fu, 2007; HEADS, 2007)

Page 30: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Relevance & EffectivenessRelevance & EffectivenessSchons (2005)- Schons (2005)- • Surveys (Surveys (N= N= 598)598)• MTNA mailing listMTNA mailing list

Pedagogy Topic Recommendations:Pedagogy Topic Recommendations:• Teaching advanced, Teaching advanced, • learning disabled, learning disabled, • pre-school, and pre-school, and • adult hobby studentsadult hobby students

Page 31: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Pedagogy TopicsPedagogy TopicsSchons (2005)- Schons (2005)- Pedagogy Topic Recommendations:Pedagogy Topic Recommendations:

• Technology Technology

• Business practicesBusiness practices

• Professional resources Professional resources

• Group lessonsGroup lessons

• Sustaining a viable livingSustaining a viable living

Page 32: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Contradictory FindingsContradictory Findings

Sumpter (2008)-Sumpter (2008)-• Surveys (Surveys (N= N= 298)298)

• MTNA mailing listMTNA mailing list

Ranked as Ranked as mostmost important- important-• Traditional aspectsTraditional aspects

Ranked Ranked leastleast important: important:• ImprovisationImprovisation• Computer-assisted instructionComputer-assisted instruction• Jazz and rock musicJazz and rock music

Page 33: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

IronyIrony• Participants age 55 and aboveParticipants age 55 and above

• 30 years of teaching experience30 years of teaching experience

• MTNA mailing listsMTNA mailing lists

Page 34: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

MethodMethodPhase 1 & 2-Phase 1 & 2-

• Semi-structured interviewsSemi-structured interviews

• Conducted over the phoneConducted over the phone

• Interview transcribedInterview transcribed

• CodedCoded

Page 35: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

The Interview GuideThe Interview Guide

22 questions:22 questions:Piano teachers asked about:Piano teachers asked about:

1.1. Demographics & studio Demographics & studio set-upset-up

2.2. Transition into the teaching Transition into the teaching rolerole

3.3. Challenges, SolutionsChallenges, Solutions4.4. Current Challenges & Current Challenges &

SolutionsSolutions5.5. Reflections & Suggestions Reflections & Suggestions

for the futurefor the future

Page 36: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

ParticipantsParticipantsPhase 1-Participant Age Education Teaching

setting Teaching experience

Thomas Chang 21 B.M. in progress

Private studio

3

Lisa Crawford 28 M.M. piano

Private studio

10

Susan Liszt 70 M.M. piano pedagogy

Private studio

25

Dr. Autumn Van Arden

65 D.M.A. piano

Collegiate studio

40+

Page 37: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

ParticipantsParticipantsPhase 2-Participant Age Education Teaching

setting Teaching experience

Sarah Ford 28 M.M. Private studio

3

Caitlyn Smith 24 M.M. Private studio

5

Ellen Page 29 B.M. Private studio

13

Chelsea Ash 29 B.A., B.M.M.A. in progress

Private studio

12

Page 38: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Synthesizing the DataSynthesizing the Data

StudentStudent

Applied lessonsApplied lessons

CourseworkCoursework

Circumstances that led to teach

Circumstances that led to teach

TransitionTransition

Emulate + ____(developing teaching style)

Emulate + ____(developing teaching style)

ChallengesChallenges

ResourcesResources

TeacherTeacher

Current challengesCurrent challenges

ResourcesResources

Reflections & suggestions for the future

Reflections & suggestions for the future

Page 39: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Applied LessonsApplied Lessons

Piano teachers took an Piano teachers took an average of 12.5 yrs. of average of 12.5 yrs. of piano lessons before piano lessons before embarking on teaching.embarking on teaching.

• 4 taught in high school4 taught in high school

• 4 taught before or during 4 taught before or during graduate studygraduate study

Page 40: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Pedagogy CourseworkPedagogy Coursework

Coursework in Piano Coursework in Piano Pedagogy:Pedagogy:

• 4 took 1 undergraduate 4 took 1 undergraduate coursecourse

• 4 took graduate courses4 took graduate courses

(1 had 1 course, and 3 had (1 had 1 course, and 3 had 2 courses)2 courses)

Page 41: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Circumstances that led to teachCircumstances that led to teach

Piano teachers listed several reasons including:Piano teachers listed several reasons including:

• 4 were asked to teach4 were asked to teach

• 2 were required to teach for graduate study2 were required to teach for graduate study

• 1 self-motivated during high school1 self-motivated during high school

• 1 obtained employment during college1 obtained employment during college

Page 42: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Transition:Transition:Emulating former private teachersEmulating former private teachers

Piano teachers:Piano teachers:

• Emulated positive aspects:Emulated positive aspects:

*standards*standards

*routines*routines

*communication of ideas to *communication of ideas to studentsstudents

*techniques of tone *techniques of tone productionproduction

Page 43: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Transition:Transition:Emulating former private teachersEmulating former private teachers

Piano teachers:Piano teachers:

• Took the positive aspectsTook the positive aspects

• Left out negative or Left out negative or counterproductive aspectscounterproductive aspects

Page 44: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Transition:Transition:Emulating former private teachersEmulating former private teachers

Piano teachers:Piano teachers:

• Developed teaching style Developed teaching style based on what other teachers based on what other teachers left outleft out or neglected in the or neglected in the piano curriculumpiano curriculum

Page 45: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Transition:Transition:Emulating former private teachersEmulating former private teachers

Piano teachers:Piano teachers:

• Developed teaching style in Developed teaching style in OPPOSITION to former OPPOSITION to former teachersteachers

Page 46: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Developing Teaching StyleDeveloping Teaching Style

Emulate former teachersEmulate former teachers + _____________ + _____________

(in developing teaching style)(in developing teaching style)

Page 47: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Other Aspects in Developing Other Aspects in Developing Teaching StyleTeaching Style

Participants also usedParticipants also used lateral knowledge drawn from other musical experiences:

• Conducting-Conducting- score studyscore study

• Violin-Violin- tone production, tone production, phrasing, breathingphrasing, breathing

• Ensemble playingEnsemble playing (contributing to polyphonic (contributing to polyphonic music)music)

Page 48: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Other Aspects in Developing Other Aspects in Developing Teaching StyleTeaching Style

Participants also usedParticipants also used lateral knowledge drawn from other musical experiences:

• Vocal study/SingingVocal study/Singing• Practical SkillsPractical Skills• Eclectic MixEclectic Mix

Page 49: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Challenges faced in beginning to teach:Challenges faced in beginning to teach:

• No curriculum No curriculum (Choosing methods, technique & theory books, and literature)

• No guidance or supportNo guidance or support

• Dealing withDealing with discipline or discipline or behavioral problemsbehavioral problems

• Enforcing policiesEnforcing policies

• Acquiring new studentsAcquiring new students

• Not knowing what to do…Not knowing what to do…

Page 50: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Not knowing what to do…Not knowing what to do…Lack of education on how to teach:Lack of education on how to teach:• ““I had not studied how to teach, I had not studied how to teach,

only how to play, and had no only how to play, and had no guidance at that time from guidance at that time from experienced teachers… I had to experienced teachers… I had to teach myself how to teach” teach myself how to teach” (Susan Liszt).(Susan Liszt).

• ““I wish there were more resources I wish there were more resources to prepare me in teaching music, to prepare me in teaching music, rather than just picking it up on rather than just picking it up on my own and learning as I go, and my own and learning as I go, and getting it from other people” getting it from other people” (Thomas Chang). (Thomas Chang).

Page 51: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Overcoming Challenges as Beginning TeachersOvercoming Challenges as Beginning Teachers

• Gained more experience Gained more experience

(trial and error)(trial and error)

• ReadingReading

*Composer treatises*Composer treatises

*Resources on *Resources on performing different performing different stylesstyles

Page 52: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Overcoming Challenges as Beginning TeachersOvercoming Challenges as Beginning Teachers

• Discussed issues with other Discussed issues with other teachersteachers

• Developed professionalismDeveloped professionalism

*Joined professional *Joined professional organizationsorganizations

*Went to college*Went to college

• Improved communication Improved communication skillsskills

• Gained skills in recruiting Gained skills in recruiting additional studentsadditional students

Page 53: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Current ChallengesCurrent Challenges

• Transitioning students from Transitioning students from method books into method books into intermediate repertoireintermediate repertoire

• Time management-Time management-

Cramming everything into a 30 Cramming everything into a 30 minute lessonminute lesson

Page 54: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Current ChallengesCurrent Challenges

• Helping studentsHelping students develop an develop an individual styleindividual style of playingof playing

• Sustaining motivationSustaining motivation • Competing with other Competing with other

activitiesactivities• Students and/or parents don’tStudents and/or parents don’t

value the piano as a serious value the piano as a serious endeavor (hobby)endeavor (hobby)

• The The economyeconomy

Page 55: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Current ChallengesCurrent Challenges

New populations of students:New populations of students:

• Preschool agedPreschool aged

• Special needsSpecial needs

• Adult hobbyistsAdult hobbyists

Page 56: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Solutions or Resources in Overcoming Current Solutions or Resources in Overcoming Current ChallengesChallenges

• DiscussingDiscussing issuesissues with with friends and colleaguesfriends and colleagues

• New forms of advertisingNew forms of advertising

• On-line music resourcesOn-line music resources for pop music and other for pop music and other motivating music for motivating music for students students

Page 57: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Solutions or Resources in Overcoming Current Solutions or Resources in Overcoming Current ChallengesChallenges

• Fake booksFake books or methods to or methods to help students play by ear help students play by ear

• Taking an eclectic Taking an eclectic approach for individually approach for individually tailoring the curriculum to tailoring the curriculum to the needs of each student.the needs of each student.

Page 58: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano Pedagogy Coursework-Piano Pedagogy Coursework-Helpful AspectsHelpful Aspects

(7 of the 8 participants had at least 1 (7 of the 8 participants had at least 1 undergraduate and 1 graduate course in undergraduate and 1 graduate course in piano pedagogy)piano pedagogy)

• A forum toA forum to discussdiscuss experiences experiences with peers and experienced with peers and experienced teachersteachers

• Writing Writing lists of literaturelists of literature & & examsexams appropriate for various appropriate for various ages or levelsages or levels

• Developing a curriculumDeveloping a curriculum for a for a group college coursegroup college course

Page 59: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano Pedagogy Coursework-Piano Pedagogy Coursework-Helpful AspectsHelpful Aspects

(7 of the 8 participants had at least 1 (7 of the 8 participants had at least 1 undergraduate and 1 graduate course in undergraduate and 1 graduate course in piano pedagogy)piano pedagogy)

• Writing aWriting a philosophy of philosophy of teachingteaching

• Surveying method booksSurveying method books• Developing aDeveloping a studio policystudio policy• ObservationsObservations of experienced of experienced

teachersteachers

Page 60: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano Pedagogy Coursework-Piano Pedagogy Coursework-Helpful AspectsHelpful Aspects

(7 of the 8 participants had at least 1 (7 of the 8 participants had at least 1 undergraduate and 1 graduate course in undergraduate and 1 graduate course in piano pedagogy)piano pedagogy)

• Setting up a piano studioSetting up a piano studio• Practicing in editing and Practicing in editing and

composing teaching piecescomposing teaching pieces

Page 61: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Aspects teachers felt Aspects teachers felt ill-equippedill-equipped to to teach from pedagogy courseworkteach from pedagogy coursework

• Intermediate-advanced level Intermediate-advanced level studentsstudents

• Special populations of Special populations of studentsstudents

*Pre-reading/Pre-school age *Pre-reading/Pre-school age

*Special-needs *Special-needs

*mature adult hobbyists*mature adult hobbyists

Page 62: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Aspects teachers felt Aspects teachers felt ill-equippedill-equipped to to teach from pedagogy courseworkteach from pedagogy coursework

• Dealing with students as Dealing with students as individualsindividuals

• New forms of advertisingNew forms of advertising and and thethe business aspectsbusiness aspects of setting up of setting up a piano studio (taxes, etc…)a piano studio (taxes, etc…)

• Non notation-basedNon notation-based teaching teaching methods (improvisation, playing methods (improvisation, playing by ear, etc…)by ear, etc…)

Page 63: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Piano Pedagogy CourseworkIneffective Aspects

• Inauthentic teaching or Inauthentic teaching or observation experiencesobservation experiences

““The class at (omitted) was hilarious The class at (omitted) was hilarious because I was assigned to teach because I was assigned to teach (in front of the entire class) a (in front of the entire class) a “student” (actually my boyfriend “student” (actually my boyfriend who was also a piano major) a who was also a piano major) a piece of music. It was silly – like piece of music. It was silly – like being in a play…it was sort of like being in a play…it was sort of like play-acting. It was just sort of silly. play-acting. It was just sort of silly. It wasn’t real” (Susan Liszt)It wasn’t real” (Susan Liszt)

Page 64: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Desired pedagogy topicsDesired pedagogy topics

• Hands-on teachingHands-on teaching• TaxesTaxes• Record keepingRecord keeping• AdvertisingAdvertising• Improvising, Improvising,

playing by earplaying by ear

Page 65: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Desired pedagogy topicsDesired pedagogy topics

• Child developmentChild development• Child behaviorChild behavior• Psychology & Learning Psychology & Learning

theories theories (e.g., Gordon)(e.g., Gordon)

• How to approachHow to approach different different types of learnerstypes of learners*students with disabilities*students with disabilities

Page 66: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Desired pedagogy topicsDesired pedagogy topics

• New populations of New populations of studentsstudents*Pre-school*Pre-school*Special-needs*Special-needs*Adult Hobbyists*Adult Hobbyists

• Observations of Observations of professional teachersprofessional teachers

• Different approaches toDifferent approaches to techniquetechnique

Page 67: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Teachers: Reflections on time spent in collegeTeachers: Reflections on time spent in college

• 2 participants2 participants said said they felt there wasthey felt there was little to no differencelittle to no difference

• 6 participants6 participants felt felt there was athere was a substantial differencesubstantial difference

Page 68: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Teachers: Reflections on time spent in collegeTeachers: Reflections on time spent in college

Vast difference:Vast difference:

•Focus on performanceFocus on performance

•‘‘Classical’ RepertoireClassical’ Repertoire

Page 69: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Teachers: Reflections on time spent in collegeTeachers: Reflections on time spent in college

Piano teachers satisfied with Piano teachers satisfied with education:education:

•Had previous teaching experienceHad previous teaching experience

•Taught during their educationTaught during their education

•Did not depend on the curriculum to Did not depend on the curriculum to give them all of their knowledgegive them all of their knowledge

Page 70: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Suggestions for theSuggestions for the Future of Piano PedagogyFuture of Piano Pedagogy

Piano pedagogy should be Piano pedagogy should be required of all required of all performance majorsperformance majors

• Good performers do not Good performers do not always make good teachersalways make good teachers

• Pedagogy knowledge Pedagogy knowledge contributed to performancecontributed to performance

• Included at the Included at the undergraduate level as wellundergraduate level as well

Page 71: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Suggestions as toSuggestions as to thethe Future of Piano PedagogyFuture of Piano Pedagogy

Business Skills:Business Skills:• AccountingAccounting• Tax preparationTax preparation• Advertising & Advertising &

MarketingMarketing

Page 72: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Suggestions as toSuggestions as to thethe Future of Piano PedagogyFuture of Piano Pedagogy

• Piano lessons should Piano lessons should allow allow students to make students to make independent decisions,independent decisions, such such as choosing repertoire or as choosing repertoire or harmonizing familiar tunesharmonizing familiar tunes

• Improvisation Improvisation • TechnologyTechnology

Page 73: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

And the Piano Curriculum in General…And the Piano Curriculum in General…

• More time on pedagogy, More time on pedagogy, less on preparing for less on preparing for recitalsrecitals

• Even performers need Even performers need business skillsbusiness skills

Page 74: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

Future ResearchFuture Research

DissertationDissertation• Large scale surveyLarge scale survey• Follow-up InterviewsFollow-up Interviews

Page 75: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

ReferencesReferences• Chronister, R. (2001). The National Conferences on Piano Pedagogy: Whither and

Wherefore. American Music Teacher, 50(5), 30-34. • Conway, C. M. (1999). The development of teaching cases for instrumental

music methods courses. Journal of Research in Music Education 47(4), 343-356.

• Conway, C. M. & Hodgman, T. M. (2006). Handbook for the beginning music teacher. Chicago, IL: GIA Publications, Inc.

• Conway, C. M. & MENC, The National Association for Music Education. (2003).Great beginnings for music teachers: Mentoring and supporting new

teachers. Reston, VA: MENC, the National Association for Music Education.• Fu, H. C. (2007). A status and vision investigation of US university piano pedagogy

programs (Doctoral dissertation, University of North Texas, 2007).• Gordon, S., Mach, E., & Uszler, M. (1991). The well-tempered keyboard teacher.

New York: Schirmer Books.• Gray, M. E. (1998). Teacher or performer: Role identification among piano

majors. (Doctoral dissertation, The University of Oklahoma, 1998). Digital Dissertations, 59(04), 1104.

• Haddon, E. (2009). Instrumental and vocal teaching: How do music students learn how to teach? British Journal of Music Education, 26(1), 57-70.

Page 76: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

References (continued)References (continued)•Heisler, P. K. (1995). A theoretical comparison of certified piano teachers’ claim to

professional status with the sociological definition of profession. InternationalReview of the Aesthetics and Sociology of Music 26(2), 239-249.

•Houle, A. (2004). 5 minutes with… Marienne Uszler. American Music Teacher, 54(2), 65.

•Jacobson, J. M., & Lancaster, E. L. (2006). Professional piano teaching: Acomprehensive piano pedagogy textbook for teaching elementary-level students. Los Angeles: Alfred Publishing.

•Maris, B.E. (2000). Teacher training for the pianist in preparation for the 21st century. The American Music Teacher, 49 (6), 33.

•MENC (2010). Society for music teacher education: Professional literature project.George N. Heller (Ed.), Retrieved May 31, 2010 at http:// www.menc.org/resources/view/society-for-music-teacher-education-professional-literature-project

•Music Teachers National Association. (1990). Pedagogic training of music teachers: Asurvey report. Cincinnati, OH: Author.

Page 77: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

References (continued)References (continued)•NASM, National Association of Schools of Music. (2007). Higher Education Arts Data

Services (HEADS): Music Data Summaries (2006-2007). Reston, VA: HEADS

•National Conference on Keyboard Pedagogy. (2004). Task Force on Pedagogy Curricula. Retrieved June 22, 2010 from http:// www.francesclarkcenter.org/NationalConferencePages/resources/curriculumResources.html

•Schons, S.M. (2005) Piano teachers’ attitudes on piano pedagogy course topics. (Doctoral dissertation, The University of Oklahoma, 2005.)

•Sumpter, T. L. (2008). Professional status and the independent piano teachingoccupation: A study and analysis of demographics, training, business policies,and studio practices (Doctoral dissertation, University of Oklahoma, 2008).

•Uszler, M. (1993). Research on the teaching of keyboard music. In R. Colwell (Ed.), Handbook of research on music teaching and learning: A project of the music educators national conference (pp. 584-93). New York: Schirmer Books.

Page 78: GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy

References (continued)References (continued)•Uszler, M., & Larimer, F. (1984). The piano pedagogy major in the college curriculum: A handbook of information and guidelines. Part I: The

undergraduate piano pedagogy major. Princeton, NJ: The National Conference on Piano Pedagogy.•Uszler, M., & Larimer, F. (1986). The piano pedagogy major in the college

curriculum: A handbook of information and guidelines. Part II: The graduatepiano pedagogy major. Princeton, NJ: The National Conference on PianoPedagogy.