Usually the pedagogues use the traditional methods of teaching in their piano lessons to their pupils. Even the personal development already became one of important goal of the education in this century. But there still have big numbers of teacher whom separated the piano teaching with the personal education, because the main aims of the traditional methods of the teaching program tasks, encouraging pupils to do well in the concerts or getting good evaluations during the exams. Their pities because of this reason that the piano teacher has just simply forget or just they have no time for the personality develop of the pupil. The piano lesson is the individual lesson; each pupil is individual, with different personal ability, personal thinking, and personal problems . . . Indeed piano lesson is one of the tools of personal development. During the piano lesson teacher‘s method not only limited on teach music, play and so on, but also together can help the pupil discover self, training self and develop self temperament or get strong character. The teacher’s method should base on the personal development; this is the long process and hard task for the piano teacher. If teacher work on the personal development, the first is that teacher has to know good about the pupil’s personality. In the other words, the teacher must be a friend with the pupil, and get the trust from the pupil, in this case we should say teacher has to know about the psychology of the pupils, this is very... [to full text]

The diploma thesis deals with the topic of using musical teaching aids in the study of piano playing at music schools up to the 5th year of study. First, it presents individual areas of children's psychological and psychomotor development, in which the author demonstrates the link between children's development and the positive effects of the use of musical teaching aids in teaching. The subsequent focus of the work is an introduction of and a proposal for the use of specific musical didactic aids for the study of piano playing, i.e. in the subjects Piano and Music Theory, in the framework of education at music schools. Attention is paid to individual aspects influencing the functionality of these aids. The results of a questionnaire created and sent to piano teachers are also presented, on the basis of which, among other things, a selection of the described musical didactic aids is based. The thesis was created with the intention of acquainting beginning teachers with a wide range of musical teaching aids. It can help with better orientation in the available materials for pedagogical practice and with a more effective conception of teaching. Keywords Musical didactic aids, piano lessons, music theory, pedagogy

Mokymo individualizavimo idėjos, tai susilpnėdamos, tai išryškėdamos, įvairiais aspektais pasireiškia skirtingose šalyse atspindėdamos pažangią ugdymo mintį bei praktiką. Išanalizavus literatūrą, buvo pastebėta, jog individualių užsiėmimų metu mokant vaikus groti instrumentu, individualizavimo problema yra mažai tyrinėta. Nebuvo rasta duomenų, kaip individualizavimo idėjos įgyvendinamos muzikos mokyklose, bendrojo fortepijono pamokose. Tyrimo tikslas – nustatyti individualizavimo principo taikymo bendrojo fortepijono pamokose ypatumus ir galimybes. Tyrimo objektas – individualizavimo principo taikymas bendrojo fortepijono pamokose. Tyrimo metodas – anketinė apklausa ir jos duomenų interpretacija. Siekiant išsiaiškinti kaip taikomas individualizavimo principas mokant vaikus groti bendro fortepijono pamokose B.Dvariono dešimtmetėje muzikos mokykloje buvo atlikta anketinė apklausa. Tyrime dalyvavo 20 Fortepijono skyriaus mokytojų ir 50 įvairaus amžiaus ir skirtingų specialybių mokinių, turinčių vieną privalomą, pusės akademinės valandos trukmės, bendrojo fortepijono pamoką. Apibendrinus apklausos rezultatus paaiškėjo, kad mokiniai demonstruoja pakankamai aukštą mokymosi groti fortepijonu motyvaciją. Atsiskleidė, kad mokiniai neturi savarankiško darbo įgūdžių ir nedemonstruoja noro groti savarankiškai. Dauguma mokinių norėtų reikštis aktyvioje koncertinėje veikloje, tačiau realių galimybių tam maža – pedagogai nedemonstruoja pakankamo pasitikėjimo mokinių galimybėmis... [toliau žr. visą tekstą] / The ideas of education individualization are weaker or stronger appearing in various ways in different countries and they indicate advanced practices and minds. The analysis of the literature showed that individualization problem in student’s individual lessons with music instrument has been little researched. There was not found any data how principles of individualization are implemented in the general piano lessons at music schools. Research Target – The determination of peculiarity and potential possibilities of applying principle of individualization in the general piano lessons. Research Object- The principle of individualization in the general piano lessons. Research Method- The survey with the questionnaire and interpretation of the data collected. There was conducted a survey at Vilnius Balys Dvarionas decennary School of Music to find out how principle of individualization is applied in the general piano lessons. The survey was of a questionnaire type. There participated 20 teachers from piano department and 50 schoolchildren of various ages and specializations in survey. Each student had mandatory lesson of general piano once in a week which lasted half of academic hour. The results of the analysis of the student’s questionnaire showed that there is high level of motivation to learn to play with the piano. There was revealed that students do not have the skills for independent work neither have they demonstrated wishes to play independently. Major part of the... [to full text]

This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology, educational psychology, and interaction design and children receive primary consideration. A synthesis of these sources outlines several research-based principles that instructional designers can use to design a complete blended learning environment for use within the piano studio. In addition to the research-based principles, the precise methods of determining instructional tasks and implementing the program online are described in detail. A full implementation is then deployed, and piano teachers evaluate the extent to which the online program fulfills the research-based principles. This dissertation does not argue for the complete migration of theory instruction from traditional workbook approaches to an entirely Web-based medium but rather outlines the best use of face-to-face instruction, collaboration amongst students, teachers, and parents, and interaction with a Web-based program. This formative research provides a complete model of integrating WBI within the piano studio that can guide instructional designers and music educators.

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