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Abstract
The purpose of this collective case study was to explore the best practices in beginning group-piano instruction. Four beginning and intermediate groups of piano students (N =20) were observed. Data were triangulated through in-class observation of students and teachers, teacher interviews and student questionnaires. The master teachers participating in this research designed curricula that developed comprehensive musicianship, harnessed the power of group dynamics and availed of various group-teaching strategies to foster independent student learning and intrinsic motivation. Students in this case study displayed the ability to analyse new music, persist in learning it and make music with peers. Future studies are needed to discover if these findings can be replicated with a larger, more diverse research sample. Recommendations for future group-piano teachers include apprenticing with a master teacher in an established preparatory programme so that curriculum design, sequencing and presentation of materials, and an understanding of group-teaching and learning strategies can be developed.
Acknowledgements
This research was made possible in part by a grant from Louisiana State University, Office of Research & Economic Development.