Annotated Group Teaching Bibliography
When piano teachers begin teaching in groups, they real- ize a number of differences between private lessons and “instructing the masses.” Because of this, many articles and books have been written to describe effective tech- niques for class teaching. The following annotated bibli- ography first appeared in the Winter 2001 Roland Keyboard Educator. It is reprinted by permission.
Group piano instruction is currently experiencing a resur- gence of attention in the United States. The opportunities for group dynamics and peer interaction make group study an appealing option for the independent teacher. Benefits include additional time to spend with the stu- dents in a group class, incorporating more elements of a
The purpose of this article is to provide an organized list of material on the topic of group piano accessible to the independent teacher. The focus is mainly on materials published since 1980, although a few older yet still valu- able sources have been included due to their timeless nature. We hope that teachers will find in these materials new ideas and suggestions for group teaching in their own studios.
Articles
Allen, Alana. “How I Became a Group Piano Teacher.” Roland Keyboard Educator Vol. 4, No. 2 (Spring, 2000):
The shift from teaching privately to heading a studio of nearly 100 stu- dents organized into groups is addressed in this report. Beginning with grouping her students into teams of four, the author expanded her facil- ities, increased her income, and incorporated technology to support her growing list of interested clients. Her use of Roland technology is high- lighted, and suggestions for obtaining equipment and using sequencers and computers in the piano study are offered.
Benedict, Michaele. “Try a New Approach.” Clavier Vol. 33, No. 10 (December, 1994):
With the reduction of arts programs in the schools, group lessons gain
importance as a venue by which a greater number of piano students can be reached more effectively. Benedict offers thoughts on the value of extended lesson times, supervised practice sessions, equipment use, and motivation through a merit system, which can be applied to the group class.
Bennett, Beulah Varner. “The Group – Ideal for Teaching Fundamentals.” Clavier Vol. 11, No. 10 (December, 1972):
This article centers on the idea of using the group class as a place to build a strong musical foundation for the piano student. Due to the time limitations of the private lesson and the amount of information to be covered, the teacher may often omit aspects of a comprehensive musi- cal education that can be incorporated into a longer class period. These skills include ear training, singing, rhythm drill, orientation of the keyboard and grand staff, and development of a musical vocabulary of terms. Each of these areas is isolated and discussed with reference to appropriate concepts and activities that may be used to strengthen these specific areas of musical understanding. Ideas show great poten- tial for use by the independent group piano teacher.
Bianchi, Louise. “For Success: Make Your Program Match Your Group.” Piano Quarterly 101 (Spring, 1978):
This article should be on every group teacher’s “must read” list. The information is presented in a question/answer format, with the ques- tions chosen by Bianchi as the most common teacher concerns about group piano classes. Six areas of concern are met with advice from the author. The opinions expressed in the answers are honest and helpful, and explanations are supported by examples from Bianchi’s own expe- riences.
The opening questions deal with the common concerns of appropriate grouping and the possible need for periodic regrouping. Bianchi states her lack of support for regrouping, and instead encourages teachers to consider restructuring the lessons to meet the needs of the class.
Questions also deal with the frequency of class meetings, preferences for the combination of group and private lessons, and the most benefi- cial number of students to have in a piano class. Perhaps the most informative answer comes to the question, “How long do you continue with group lessons?” Bianchi answers this with an example from her teaching experience, which may serve as inspiration to those strug- gling with the complexities of a class that has been together for a greater length of time. Numerous reasons are given in this article not only for using groups in the education of piano students, but also for continuing those groups in ways that aid the students in becoming strong,
Burkett, Thomas A. “The Challenge of Group Piano Teaching and the Rewards.” Music Educators Journal Vol. 69 (November, 1982):
The various combinations of private and group lessons that may be used are approached in this article, with specific attention given to combinations that may work best for the teacher making the transition
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