Annotated Group Teaching Bibliography
from private to group teaching. Musicianship classes, repertoire class- es, ensemble work, and technique sessions are offered as ways of blending private and group instruction. Particularly useful is the second half of the article, which goes into detail concerning the group teaching skills needed by the effective class teacher. Grouping techniques, les- son organization, understanding the learning process, and leading the group are all carefully explained. Those teachers looking for informa- tion on the beginning steps for developing a group program will want to read this article.
Carson, Carolyn. “Put a Little Classroom in Your Teaching.” Clavier Vol. 20, No. 9 (November, 1981): p.44.
This brief article contains ideas for enhancing group lessons through motivation, creative activities and studio decoration. A short list of resources for the classroom teacher is given at the end of the article. This source serves mainly to start the flow of ideas concerning effec- tive organization of the group studio.
Cheek, Sharon. “Misconceptions About Group Teaching.” Roland Keyboard Educator Vol. 3, No. 4 (Fall, 1999):
Nine common misconceptions by parents and teachers are met with logical and innovative answers in this article. Many of the misconcep- tions stated are likely to be heard from parents or other teachers at some point, and knowledge of the facts supporting group piano instruc- tion may be of great use to the independent teacher incorporating group lessons into the studio. Lack of private attention, varying learn- ing speeds of students, and problems with individual technique are answered in such a way as to strengthen the argument for the use of group piano lessons by more and more teachers.
Chronister, Richard. “The Challenge of Group Teaching.” Clavier Vol.15, No. 8 (October, 1976):
Chronister reveals some misconceptions about group piano teaching in this article. Lack of extensive equipment is dismissed with the following comment: “A great deal of equipment, including expensive electronic labs, used badly diminishes the success of the teacher. One piano used effectively can produce marvelous results.” Instead, the author places importance on the teacher’s ability to teach a group as a class and not merely a collection of individuals. Ideas for sightreading, intro- ducing new concepts, repertoire work, and performance opportunities are offered with special consideration to teaching the class as a cohe- sive group. Some of the pitfalls of the beginning group teacher may be allayed by applying Chronister’s ideas.
Chronister, Richard. “Does Group Piano Help You Teach Reading?” Keyboard Companion (Winter, 1996):
Chronister poses a question concerning the link between group piano study and the development of reading skills, which is answered by Christopher Hepp and Christine Hicks, Kathy Nafius, and Sue Collier.
Hepp points to specific areas in which group instruction boosts stu- dents’ reading skills, including development of the musical area of reading (utilizing rhythm drills, flashcards,
Fairchild, Judith A. “Teacher’s Guide to More Effective Group Piano Study.” Piano Guild Notes (May/June, 1996):
Despite this article’s limitations due to its adherence to one specific method, the novice group teacher will appreciate the specific guide- lines presented in this outline format. Objectives of beginning piano study are listed, and the “Ten Positive Aspects of Group Piano” may be used in extolling the benefits of group study to the parents of your stu- dents. Brief plans for ten lessons are given, with the target class being beginning students (ages
Hardy, Diane. “Group Teaching – A Complete Preparation.” American Music Teacher (September/October, 1980):
A basic introduction to the use of group teaching in the independent studio is offered with guidelines for pacing, sequencing, discipline, and activity selection. This particular teacher schedules three private les- sons and one group lesson per month for each student. The group takes place in the early morning, when schedules are open and atten- tion spans are greatest. An itinerary of a sample class includes drill, ensemble playing, theory games, listening activities,
Jenks, Linda. “Group Piano Techniques for the Private Teacher.” American Music Teacher Vol. 34, No. 2 (1984):
Common issues associated with group piano instruction are met in this article. Included are discussions on classroom management, financial considerations, areas of teaching focus and varied uses of class piano. Noteworthy is Jenks’ inclusion of a typical class piano experience, which takes the reader through an entire class meeting from the arrival of the students to previewing new assignments. The paragraphs deal- ing with outfitting a piano lab both encourage group piano for those not possessing a technological studio, and outline the process through which teachers may obtain a
Johnson, Rebecca. “Group Lessons: They’re Not Just for
Beginners.” Clavier Vol. 20, No. 10 (December, 1981): p.27.
Positive results of group teaching for more advanced students are the main focus of this article. Many teachers associate group study in
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