Dynamic Group-Piano Teaching

Pamela D. Pike is Aloysia L. Barineau Associate Professor of Piano Pedagogy at Louisiana State University.

Acknowledgements List of Figures Preface Introduction Section 1 Background of Group-Piano & Working With Groups Chapter 1 Group-Piano 101 Objectives Historical Overview of Group-Piano and Its Context Today Categories of Group-Piano Lessons Occasional Group Classes Regular Group Classes 3 Weeks of Private Lessons; Group Lesson Only During 4th Week 4 Weeks of Private Lessons; Group Lesson Also During 4th Week Private (or Partner) Lesson & Group Class Every Week A Note About Partner Lessons A Private Lessons and a Group Lesson on Alternating Weeks Occasional Group Camps Group-Piano Only and the Teaching Space Benefits of Group-Piano for Student and Teacher Considerations Regarding Group-Piano Special Skills Required of a Group-Piano Teacher Student Readiness for Group-Piano Lessons Teacher Readiness for Group-Piano Lessons A Final Note of Caution Pedagogy in Action (Questions to Answer) References for Chapter 1 Chapter 2 Brief Overview of Learning Theories That Teachers Should Consider Objectives Introduction Learning Theories What is Learning? Behaviorism Psychosocial Development, Cognitive Development & Human Learning Other Theorists & Theories for Teachers to Consider and Explore Discussion & Implementation in the Piano Class Reflection on the Use of Learning & Developmental Theories in the Group-Piano Setting Two Sample Classes Pedagogy in Action References for Chapter 2 Chapter 3 Group Theory and Group Dynamics in the Piano Class Objectives Two Vignettes of Group-Piano Students Vignette One: First-Year Group Piano Vignette Two: Beginning Seven-Year-Old Group Piano The Power of the Group Group Dynamics and Group Growth: Background & Relevance to Group-Piano Stages of Group Growth Forming Storming Norming & Performing Adjourning Discussions of the Stages of Group Growth and Cohesiveness Priming the Group for Success and Considerations for Group-Piano Instructors Pedagogy in Action Additional Reading & Exploration References for Chapter 3 Chapter 4 Addressing Individual Learning Styles Within the Group-Piano Class Objectives Preferred Learning Modes Individual Personality Types & Learning Styles Myers-Briggs Type Indicator Kiersey & Golay Personality Types Kolb's Learning-Style Preferences Reinforcing Cognitive Strategies & Learning Styles in the Piano Lab Useful Cognitive Strategies Using Learning Theories & Kolb's Learning Styles in the Group-Piano Class Engaging Active Experimenters & Reflective Observers in Technical Exercises Engaging Thinkers & Feelers in Improvisation Conclusion Pedagogy in Action References for Chapter 4 Section 2 Group-Piano Students: Adults Chapter 5 The Music Major: College-Level Group Piano Objectives Introduction Philosophy for Including Piano Proficiency in the Undergraduate Music Curriculum Suggested & Required Skills Placement Tests NASM Requirements & Recommendations Overview of Piano Skills Required of Music Majors Assessment Syllabus Purpose & Materials Piano Proficiency Exam After the Proficiency & Supplemental Resources College Text Overviews Alfred's Group Piano for Adults Piano for the Developing Musician Keyboard Musicianship Contemporary Class Piano Piano Lab Pedagogy in Action References for Chapter 5 Chapter 6 The Non-Major: Adults Groups for College Credit Objectives The Non-Music Major Philosophy & Theory Assessment Individual Assessment Piano Placements College Texts for Non-Majors Piano 101 Piano for Pleasure Keyboard Fundamentals Pedagogy in Action References for Chapter 6 Chapter 7 Leisure Adults in the Independent Studio, Community Schools, and Other Locations Objectives Introduction Grouping Adults Andragogy Lifespan Development Characteristics of Adult Learners Common Characteristics of Adults & Considerations for Teachers Cognitive Changes Associated with Age Physical Changes