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Improving group piano pedagogy: A te...

Chen, Chun.

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Improving group piano pedagogy: A teacher action research project.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving group piano pedagogy: A teacher action research project./
Author:	Chen, Chun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	127 p.
Notes:	Source: Masters Abstracts International, Volume: 56-03.
Contained By:	Masters Abstracts International56-03(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10259169
ISBN:	9781369661811

Improving group piano pedagogy: A teacher action research project.
Chen, Chun.

Improving group piano pedagogy: A teacher action research project. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 127 p.

Source: Masters Abstracts International, Volume: 56-03.

Thesis (M.M.Ed.)--Azusa Pacific University, 2017.

The purpose of this action research project was to explore the issues related to teaching group piano classes and then provide suggestions for teachers to overcome these issues. The literature review revealed advantages and disadvantages of group piano classes. Group piano classes offer a way to give more students piano lessons at the same time while reducing the cost to the individual students. The research for the literature review also suggests advantages of improving collaborative skills (Paulk, 2013), learning from each other (Gipson, 2005), gaining confidence in playing solo in front of peers (Houston Piano Co (n.d.), and increasing students' motivation for playing the piano (Jutras, 2006; Mehr, 1965). However, some literature suggests group piano classes may have weaknesses when compared to private piano lessons, such as the limitation of teachers' individual attention to each student in a group class. In this action research projects, ten lessons were taught with two group piano classes at a community music school with students from 5 to 18 years old in the spring of 2015. The data collected was in the form of journal responses written directly after each of the ten lessons, and detailed analysis of lessons focusing on the successful elements and what could be improved. Additionally, the participating students completed a survey at the end of the semester. Throughout the lessons, students' learning challenges and successes were discussed with students and their parents to create understanding. As a way to triangulate the data, two classes were videotaped and an outside guest, an expert in piano pedagogy, analyzed the videos. The results of the project are in line with past research that suggests group piano lessons can be valuable for developing piano students' skills in collaboration and peer-teaching, as well as helping students gain confidence in playing solos in front of peers, and increasing students' motivation for playing the piano. Challenges were related to curriculum planning for diverse groups of students and learning styles.

ISBN: 9781369661811Subjects--Topical Terms:

3168367
Music education.

Improving group piano pedagogy: A teacher action research project.
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245 1 0 $a Improving group piano pedagogy: A teacher action research project.
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300 $a 127 p.
500 $a Source: Masters Abstracts International, Volume: 56-03.
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520 $a The purpose of this action research project was to explore the issues related to teaching group piano classes and then provide suggestions for teachers to overcome these issues. The literature review revealed advantages and disadvantages of group piano classes. Group piano classes offer a way to give more students piano lessons at the same time while reducing the cost to the individual students. The research for the literature review also suggests advantages of improving collaborative skills (Paulk, 2013), learning from each other (Gipson, 2005), gaining confidence in playing solo in front of peers (Houston Piano Co (n.d.), and increasing students' motivation for playing the piano (Jutras, 2006; Mehr, 1965). However, some literature suggests group piano classes may have weaknesses when compared to private piano lessons, such as the limitation of teachers' individual attention to each student in a group class. In this action research projects, ten lessons were taught with two group piano classes at a community music school with students from 5 to 18 years old in the spring of 2015. The data collected was in the form of journal responses written directly after each of the ten lessons, and detailed analysis of lessons focusing on the successful elements and what could be improved. Additionally, the participating students completed a survey at the end of the semester. Throughout the lessons, students' learning challenges and successes were discussed with students and their parents to create understanding. As a way to triangulate the data, two classes were videotaped and an outside guest, an expert in piano pedagogy, analyzed the videos. The results of the project are in line with past research that suggests group piano lessons can be valuable for developing piano students' skills in collaboration and peer-teaching, as well as helping students gain confidence in playing solos in front of peers, and increasing students' motivation for playing the piano. Challenges were related to curriculum planning for diverse groups of students and learning styles.
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