Annotated Group Teaching Bibliography
Dissertations and Theses
Diehl, Lily Pan. An Investigation of the Relative Effectiveness of Group and Individual Piano Instruction on Young Beginners in an Independent Music Studio Utilizing an Electropiano Laboratory. D.M.A. diss., University of Southern California, 1980.
This research study focuses on the effects of group and individual piano instruction on musical achievement for piano students ranging from the ages of six and a half to nine and a half. Five aspects of musi- cal achievement were measured, including aural discrimination, knowl- edge of musical symbols, public performance, sightreading and trans- position. Out of these five skills, the results in four categories were con- stant between private and group study. In sightreading, however, the author found a significantly higher level of performance in the students who received piano instruction in groups. Students of the age of eight who studied in groups scored even higher than their private study counterparts in the sightreading portion of the research. In addition, males who studied in groups achieved a significant difference in the category of public performance. This data may serve to direct the inde- pendent teacher toward group instruction, with particular emphasis on the development of sightreading skills.
Magrath, Dorothy Jane. An Approach to the Teaching of Theory/Musicianship Classes for the
Emphasis on developing basic musical understanding beyond that required to play a given piano piece is the focus in this dissertation. Spiral learning, in which concepts are transferred from the piece in which they were first encountered to other works, is advocated through classes supplementing private piano lessons. A thorough integration of concepts encompassing style, theory, analysis and aural awareness is recommended.
Valuable sources contained in this dissertation include learning objec- tives, a curriculum and suggestions for teaching the previously men- tioned concepts. Procedures and appropriate materials for attainment of these objectives are proposed. Textbooks and workbooks that may be useful to the teacher in a group setting are listed in one of the appendices.
Rogers, William Forrest. The Effect of Group and Individual Piano Instruction on Selected Aspects of Musical Achievement. Ed.D. diss., Columbia University, 1974.
The purpose of this study was to investigate the effects of different modes of instruction on student achievement levels. Rogers measured the students’ abilities in aural discrimination, knowledge of musical symbols, sightreading, transposition and improvisation before and after the period of study.
Results of the study indicated the group students tested higher in all
five areas of ability than their counterparts who had private instruction. This may be attributed to several factors, including teacher training, peer interaction, supervised practice and more instructional time for the group piano students. Conclusions of the study focus on the greater achievement levels of the group students; no measurable difference was found in students of varying sex or age. An interesting point to note is that participating teachers having experience in both group and private methods unanimously favored group piano over the more tradi- tional private instructional approach.
Shender, Marie. An Evaluation of the Effectiveness of a Group Piano Program using Electronic Keyboard and Computer Technology. Ed.D. diss, Columbia Teachers College, 1998.
This study identifies the educational benefits and drawbacks of a sam- ple group piano program through feedback from students, parents and teachers associated with the program. Parents reported musical growth through the program, and students expressed enjoyment of group activities involving piano lessons, group songs and use of other instruments. High motivation was cited as a benefit, while lack of indi- vidualized attention was mentioned as a problem. Competition between students was regarded as healthy because it encouraged stu- dents to progress more quickly. Advantages and disadvantages of group instruction are discussed, with recommendations given for stu- dents, parents and teachers taking part in piano classes. Integration of technology into the group piano classroom is cited as a benefit, and exposure to musical software in the home is also linked to increased musical growth by the student.
Skiba, Marlene. Foundations of Group Piano for the Independent Teacher. M.A. thesis, Northeastern Illinois University, 1988.
Three main aspects of group teaching are discussed in this scholarly yet accessible work. Group dynamics, the history of group learning and a methodology for developing an effective group program in the private studio serve as the headings for the three sections. Chapters
Chapters
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