Research Projects - Piano Pedagogy

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    Teach the Way They Learn: Teaching Piano Lessons to Students with Dyslexia
    (2023-05-06) Garnett , Grace; McAllister , Lesley; Baylor University. School of Music. Piano Pedagogy; Baylor University.; Baylor University. School of Music. Piano Pedagogy
    Through experience, piano teachers know that music communicates, but how much more can it communicate for the student with dyslexia. Written language is already difficult for a dyslexic child. The language of music provides a new way of communication that opens doors and tears down barriers, while motivating students. As musicians and teachers, we get the privilege in opening that new door to a student. The intention of this paper is to equip piano teachers with tools to engage a student with dyslexia in a piano lesson.
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    A Framework of Practice: Three Forms of Transformation in Addressing Piano Challenges
    (2023-05-06) Gao, Ziyue; McAllister, Lesley; Baylor University. School of Music. Piano Pedagogy; Baylor University.; Baylor University. School of Music. Piano Pedagogy
    Piano practice as a problem-solving process usually challenges pianists with passages that defy easy mastery. To address challenges and climb to new levels of competence, pianists should imbue practice with certain transformations that can generate fresh insights and inspiration. In 1993, pianist Bruce Berr proposed three forms of transformation and coined the term "Transformational Practice Techniques" (TPTs) to refer to practice techniques that are based on transformation. This research paper examines the principles of three forms of transformation with discussions of valuable practice techniques based on these principles.
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    A Popular Teaching Resource for Training Piano Technique in China: Études by Carl Czerny
    Liu, Jinnan; McAllister, Lesley; Baylor University. School of Music. Piano Pedagogy; Baylor University.; Baylor University. School of Music. Piano Pedagogy
    With the development of piano pedagogy, more and more piano teachers have developed their own teaching systems. They have specific leveling references and preferred method books for different levels of students. In China, the Czerny études collections are still used often as well-known resources. Many young beginners start to learn piano at an average age of about five years old and plan to complete piano exams, such as the Associated Board of the Royal Schools of Music (ABRSM) examinations, as quickly as possible. Because the children are extremely young with their small palms and unstable finger skills, many piano teachers are willing to use one or two of the complete collections of Czerny études to help their students reach their goals. One of the reasons for choosing the Czerny études is that they cover all the basic finger skills, including five-finger patterns, scales, arpeggios, and repeated notes, among others. It is also an easy way for the student to purchase a textbook and train finger technique, specifically in the Classical style. The purpose of this document is to discuss the relevance of Carl Czerny études for the piano in order to provide a teaching resource for training piano techniques.