ERIC Number: EJ1024546
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 37
The Differences between Novice and Expert Group-Piano Teaching Strategies: A Case Study and Comparison of Beginning Group Piano Classes
Pike, Pamela D.
International Journal of Music Education, v32 n2 p213-227 May 2014
This case study compares the teaching strategies employed by a novice and an expert instructor of two beginning children's group-piano classes. In the United States, there is a century-long tradition of teaching piano to children in groups, and group teaching is championed in pedagogy texts and at professional educator conferences throughout the world. However, there are few meaningful formal opportunities for professional development of group-teaching skills or for observation of successful group-piano instruction available to teachers who wish to develop group-teaching skills. This exploratory study seeks to provide some initial data about group-teaching practices of novice and expert teachers. Curricular considerations, teaching techniques, and student engagement and learning emerged as common themes. Analysis highlights how the components of these themes manifested themselves in these novice and expert teachers' classes and describes how these teaching techniques affected students. It is hoped that future research will include testing new paradigms for training teachers to work effectively with groups of beginning piano students.
Descriptors: Music, Music Education, Music Teachers, Instruction, Musical Instruments, Teaching Methods, Comparative Analysis, Beginning Teachers, Experienced Teachers, Group Instruction, Group Dynamics, Learner Engagement, Expertise, Teacher Qualifications, Music Activities, Class Activities, Curriculum Design, Elementary School Students, Case Studies, Questionnaires, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A