Alternative strategies for the tertiary teaching of piano
Conference Publication ResearchOnline@JCUAbstract
One of the most debated and indeed challenging issues to emerge within current tertiary music circles is the rationale for and the maintenance of one to one instrumental tuition. In general arguments for and against the continuation of one to one tuition appear largely to be based on perception, rather than based on any process of rigorous academic scrutiny and assessment of research evidence. This paper reflects current doctoral research in the area of instrumental piano teaching at the tertiary level. The presentation investigates the literature concerned with one to one, masterclass and the group teaching of piano. This reveals issues concerning the efficacies and efficiencies of these forms of teaching which must be addressed, not only in the context of the higher education fiscal squeeze, but from the point of view of effective pedagogy, especially in light of the rapidly changing face of instrumental instruction at tertiary level. Following this, reflections obtained during in-depth interviews with committed learners and post-tertiary individuals area analysed to create a view of the current state of piano pedagogy. The rationale for and development of an alternative method for the teaching of piano at the tertiary level is argued and presented in outline. The construction and progression of the model in implementation will be discussed. As will evaluative data gathered from participating students. The paper concludes by proposing a number of implications and possible directions for instrumental pedagogy at the tertiary level.
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Research matters: linking outcomes with practice
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0-9586086-2-8
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University of Adelaide, SA
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AARME
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