Dynamic Group-Piano Teaching
Transforming Group Theory into Teaching Practice
Häftad, Engelska, 2017
Av Pamela Pike
909 kr
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Dynamic Group-Piano Teaching provides future teachers of group piano with an extensive framework of concepts upon which effective and dynamic teaching strategies can be explored and developed. Within fifteen chapters, it encompasses learning theory, group process, and group dynamics within the context of group-piano instruction. This book encourages teachers to transfer learning and group dynamics theory into classroom practice. As a piano pedagogy textbook, supplement for pedagogy classes, or resource for graduate teaching assistants and professional piano teachers, the book examines learning theory, student needs, assessment, and specific issues for the group-piano instructor.
Produktinformation
- Utgivningsdatum2017-05-16
- Mått178 x 254 x 15 mm
- Vikt453 g
- SpråkEngelska
- Antal sidor234
- FörlagTaylor & Francis Ltd
- EAN9781138241435
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Pamela D. Pike is Aloysia L. Barineau Associate Professor of Piano Pedagogy at Louisiana State University.
- AcknowledgementsList of FiguresPrefaceIntroductionSection 1 Background of Group-Piano & Working With GroupsChapter 1 Group-Piano 101ObjectivesHistorical Overview of Group-Piano and Its Context TodayCategories of Group-Piano LessonsOccasional Group ClassesRegular Group Classes3 Weeks of Private Lessons; Group Lesson Only During 4th Week4 Weeks of Private Lessons; Group Lesson Also During 4th WeekPrivate (or Partner) Lesson & Group Class Every WeekA Note About Partner LessonsA Private Lessons and a Group Lesson on Alternating WeeksOccasional Group CampsGroup-Piano Only and the Teaching SpaceBenefits of Group-Piano for Student and TeacherConsiderations Regarding Group-PianoSpecial Skills Required of a Group-Piano TeacherStudent Readiness for Group-Piano LessonsTeacher Readiness for Group-Piano LessonsA Final Note of CautionPedagogy in Action (Questions to Answer)References for Chapter 1Chapter 2 Brief Overview of Learning Theories That Teachers Should ConsiderObjectivesIntroductionLearning TheoriesWhat is Learning?BehaviorismPsychosocial Development, Cognitive Development & Human LearningOther Theorists & Theories for Teachers to Consider and ExploreDiscussion & Implementation in the Piano ClassReflection on the Use of Learning & Developmental Theories in the Group-Piano SettingTwo Sample Classes Pedagogy in ActionReferences for Chapter 2Chapter 3 Group Theory and Group Dynamics in the Piano Class ObjectivesTwo Vignettes of Group-Piano Students Vignette One: First-Year Group PianoVignette Two: Beginning Seven-Year-Old Group PianoThe Power of the GroupGroup Dynamics and Group Growth: Background & Relevance to Group-PianoStages of Group GrowthFormingStormingNorming & PerformingAdjourningDiscussions of the Stages of Group Growth and CohesivenessPriming the Group for Success and Considerations for Group-Piano InstructorsPedagogy in ActionAdditional Reading & ExplorationReferences for Chapter 3Chapter 4 Addressing Individual Learning Styles Within the Group-Piano ClassObjectivesPreferred Learning ModesIndividual Personality Types & Learning StylesMyers-Briggs Type IndicatorKiersey & Golay Personality Types Kolb’s Learning-Style PreferencesReinforcing Cognitive Strategies & Learning Styles in the Piano LabUseful Cognitive StrategiesUsing Learning Theories & Kolb’s Learning Styles in the Group-Piano ClassEngaging Active Experimenters & Reflective Observers in Technical ExercisesEngaging Thinkers & Feelers in ImprovisationConclusionPedagogy in ActionReferences for Chapter 4Section 2 Group-Piano Students: AdultsChapter 5 The Music Major: College-Level Group PianoObjectivesIntroductionPhilosophy for Including Piano Proficiency in the Undergraduate Music CurriculumSuggested & Required SkillsPlacement TestsNASM Requirements & RecommendationsOverview of Piano Skills Required of Music MajorsAssessmentSyllabusPurpose & MaterialsPiano Proficiency ExamAfter the Proficiency & Supplemental ResourcesCollege Text OverviewsAlfred’s Group Piano for AdultsPiano for the Developing MusicianKeyboard MusicianshipContemporary Class PianoPiano LabPedagogy in ActionReferences for Chapter 5Chapter 6 The Non-Major: Adults Groups for College CreditObjectivesThe Non-Music MajorPhilosophy & TheoryAssessmentIndividual AssessmentPiano PlacementsCollege Texts for Non-MajorsPiano 101Piano for PleasureKeyboard FundamentalsPedagogy in ActionReferences for Chapter 6Chapter 7 Leisure Adults in the Independent Studio, Community Schools, and Other LocationsObjectivesIntroductionGrouping AdultsAndragogyLifespan DevelopmentCharacteristics of Adult LearnersCommon Characteristics of Adults & Considerations for TeachersCognitive Changes Associated with AgePhysical Changes Associated with AgeOther Implications of Age on Piano Study: The Importance of Clarity Needs of the Leisure Student and the CurriculumSerious Music Study or RMM: Two Paths Toward Musical DevelopmentConsiderations when Designing Curriculum and Choosing MaterialsAdult Leisure Text ReviewAdult Piano AdventuresAdult Piano Method (Hal Leonard Student Library)Piano Fun for Adult Beginners & Piano FunPlay Piano Now!I Used to Play PianoReturning to the PianoHandbooks for Teachers of AdultsMaking Music at the Piano: Learning Strategies for Adult StudentsRecreational Music Making Handbook for Piano TeachersPedagogy in Action References for Chapter 7Section 3 Group-Piano Students: ChildrenChapter 8 Overview of Group Music Programs for Children ObjectivesIntroductionHistoric Group Programs for Children – European InfluencesDalcroze EurythmicsApplications to Group-PianoThe Kodlày MethodApplications to Group-PianoOrff-SchulwerkApplications to Group-PianoAsian InfluencesThe Suzuki MethodApplications to Group-PianoYamaha Music Education ProgramApplications to Group-PianoNorth American InfluencesKindermusik InternationalMusikgartenMusic for Young ChildrenPedagogy in ActionReferences for Chapter 8Chapter 9 Group-Piano for Children in the Independent Studio & K-12 SchoolsObjectivesOverview of Group-Piano for ChildrenPhilosophy & Theory of Teaching Children in GroupsTypical Types of Group-Piano for Children & Curricular Considerations Methods & Materials for Children in Beginning Group-PianoAverage-Age Beginning MethodsAlfred’s Basic Group Piano Course The Music TreeOther Methods That May Be UsedResources for Advancing GroupsEnsemble ResourcesAlfred Basic Piano Library Ensemble BooksHal Leonard Student Piano Library Ensemble BooksOgilvy Music EnsemblesEnsemble Music for Group PianoPianoTeamsGamesTeacher Books on GamesUseful Books for Theory, Improvisation, Composition, & Music HistoryGeneral Resources for TeachersTheoryResources for Teachers Books for StudentsImprovisationComposition Books for Teachers Books for StudentsMusic History & World MusicMaterials Designed for Group-Piano CampsBooks Specifically for K-12 Piano ClassesPedagogy in ActionReferences & Teacher Resources for Chapter 9Section 4 The Group-Piano InstructorChapter 10 Advantages and Disadvantages of Group Teaching & Additional Thoughts on Assessment from the Instructor’s PerspectiveObjectives Advantages of Group-Piano TeachingDisadvantages of Teaching Group-PianoAssessmentPedagogy in ActionReferences for Chapter 10Chapter 11 Characteristics of Effective Group-Piano TeachersObjectivesEffective Group TeachersCurriculumLesson Planning & RealizationGroup EngagementMeasurement of Individual OutcomesStudent MotivationConclusionsPedagogy in ActionReferences & Resources for Chapter 11Chapter 12 Common Pitfalls of Beginning Group-Piano Instructors & How to Avoid These MistakesObjectivesIntroductionPolicy & Procedural IssuesLesson Scheduling & Length of TermUnclear or Unstated Expectations for Students and FamiliesCurricular IssuesInappropriate Lessons & MaterialsLack of Specific Long-Term Goals & ObjectivesInadequate ReinforcementTeaching Difficulties, Issues, & Assessment ConcernsTeaching Not TellingPacing, Flexibility, & Wasted TimeToo Few Group Activities & Little Serious Learning or MusicianshipClassroom ManagementIndividual & Group AssessmentFinal Thoughts & IdeasPedagogy in ActionReferences for Chapter 12Chapter 13 Establishing Trust Within the GroupObjectivesIntroductionTeacher’s RoleSample Student ActivitiesRehearsing Ensemble RepertoireImprovising AccompanimentsPedagogy in ActionReferences for Chapter 13Chapter 14 Logistics of Teaching Group-PianoObjectivesSchedulingSurveysOptimal Time of DayMarketingSpace in the Studio – ConsiderationsAncillary MaterialsBooks & Multiple Copies of MusicGames & ManipulativesPedagogy in ActionReferences for Chapter 14Chapter 15 Technology for the Group-Piano InstructorObjectivesIntroductionBasic TechnologyDigital & Electronic PianosComputers, Audio, & Visual AidsAdditional Technology to Enhance the Learning ExperienceKeeping Up With Technological ChangePedagogy in ActionReferences & Resources for Chapter 15Appendix A.1Appendix A.2Appendix A.3Appendix BAppendix C.1Appendix C.2Appendix C.3Appendix D.1Appendix D.2Appendix E.1Appendix E.2Appendix E.3Appendix E.4Appendix E.5ReferencesIndex