Body Mapping has emerged among movement education techniques as one of the only somatic methods to focus specifically on musicians. Little research has been conducted to determine what changes, if any, participants in Body Mapping workshops experience. This study used MIDI to examine pitch, tone, tempo, and articulation of scale and arpeggio piano performance one day before and after a Body Mapping workshop. Participants were found to exhibit few measurable changes in these aspects of scale and arpeggio. A series of exploratory analyses were then conducted, which found greater changes in the visually observable aspects of piano performance than in aurally perceptible ones. The results suggest that immediately following a Body Mapping workshop, piano performance may improve in visually observable measures, but not in the aurally perceptible measures of scale and arpeggio performance.

Piano teachers tend to approach pedagogy by treating technical studies and repertoire as separate parts of the curriculum, often using etudes by Charles-Louis Hanon, Josef Pischna, and Carl Czerny to build the student's technique. Yet, although these methods are popular, pedagogues disagree about their value. In any case, many pieces suitable for intermediate pianists integrate technique and musicality, such as Friedrich Burgmüller's 25 Etudes, Op. 100, Muzio Clementi's Preludes and Exercises, Op. 43, and Ignaz Moscheles's 24 Etudes, Op. 70. Although these exercises can indeed build technique through intermediate-level recital pieces, many similar piano works from the Russian school are rarely used, and yet they could better serve students who will eventually move on to the advanced Russian piano repertoire. This paper provides a pedagogical guide for introducing technical skills through various levels of the Russian piano repertoire. The guide focuses on technique in the context of musical expression, especially tone production, wrist motion, and finger technique, progressing systematically through elementary, intermediate, and advanced Russian piano pieces, composed in a Romantic style—both elegant and rich with melody and expression. The repertoire used as examples should develop the finger technique as well as the musicality of the student. The examples come from nineteenth-century Russian Piano School composers such as Reinhold Glière, Alexander Goedicke, Samuel Maykapar, Semyon Barmotin, and Anton Arensky.

The purpose of this investigation is to show how class piano can meet the needs and interests of the child. Research was made to discover the development of piano from its very beginning to the present time, thereby showing the value of class piano and how old and new methods can be used to meet the needs and interests of the child.

The purpose of this study was to gather information about professional musicians’ development and use of functional piano skills in their careers. An online questionnaire was distributed to (N = 393) faculty members, professional performers, and private music instructors from different regions and institutions. The survey gathered information about their careers, piano training, use of functional piano skills, and proposals for the piano training of undergraduate music majors in their field. In total, 109 musicians completed the study: faculty members (n = 43), performers (n = 38), and teachers (n = 28). The results of this study showed that faculty members, performers and teachers generally performed similar musical activities, had comparable piano training, used similar piano skills, and agreed with each other about their suggestions for undergraduate piano training. There were, however, subtle differences among the three groups in the frequency with which they used functional piano skills. Professional musicians regularly transposed melodies, sight-read accompaniments, and played scales. They never improvised accompaniments, practiced and memorized piano solos, devised modulations, composed, and accompanied groups. In addition to the three skills that all professional musicians used, faculty members also played by ear, played chord progressions, and accompanied soloists regularly, performers regularly transposed accompaniments, harmonized melodies, and accompanied soloists, and teachers read open scores and transposed accompaniments frequently. Generally, professional musicians thought that piano skills were important to their careers, and many would have liked additional training on accompanying. Although most piano skills were learned outside of collegiate piano classes, participants in this study, regardless of the frequency with which they used these skills, thought that music majors should receive piano training on five skills: playing chord progressions, playing scales, sight-reading, harmonizing melodies, and reading open scores. Many participants indicated that practicing and memorizing piano solos were skills that should receive little training in collegiate piano classes. It is suggested that creating a group piano curriculum that effectively develops the functional piano skills valued and used by professional musicians becomes a priority for group piano teachers and researchers working on the preparation of professional musicians. / text

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Fantasiestucke : op. 73 ; Stucke im Volkston : op. 102 / Robert Schumann -- Sonata, op. 40 / Dmitri Shostakovich. / text

Cello concerto in D major, op. 101. Allegro moderato / Joseph Haydn ; cadenza by Nora Karakousoglou -- Sonata for piano and cello in B-flat major, op. 45 / Felix Mendelssohn -- Diptychom : for solo cello / Georgios Kassoglou -- From Carnival of the animals. The swan ; Allegro appassionato : op. 43 / Camille Saint-Saens -- Sicilienne / Maria-Theresia von Paradis -- Sicilienne, op. 78 / Gabriel Faure -- Mazurka, op. 11, no. 3 ; Gnomentanz : op. 50, no. 2 ; Tarantella, op. 33 / David Popper. / text

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Beethoven wrote his earliest piano concerto, the Piano Concerto in E-Flat Major WoO 4, in 1784-85. The surviving manuscript copy contains the solo part complete and a piano reduction of all orchestral passages (Tutti) whenever the soloist is not playing. That manuscript also includes Beethoven's cues for an instrumentation consisting of strings, horns and flutes. Eminent Beethoven scholar Willy Hess completed his own reconstruction of the concerto in 1943. His version has been recorded three times, but only one is currently available on the Philips label (442580-2). The newest reconstruction of the concerto, created by Professor Jon Ceander Mitchell in 2003, is presented in this study in the form of a piano reduction (as a two-piano critical edition). This present edition, edited by Dr. Mitchell and the author of this essay, retains Beethoven's instrumentation and restores the endings of the second and third movements (which were changed by Willy Hess). This study also includes a piano cadenza for the first movement, which is a free composition by the author. It also discusses both available restorations of this work and some of the concerto's interpretative issues.