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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 investigate the reasons children identify for initially enrolling and for continuing to enroll in piano lessons. Several factors were examined to assess their effect on the reasons for enrollment; these factors were gender, age, who initiated enrollment, and length of enrollment in piano lessons. Study participants included 71 children currently enrolled in private piano lessons in Northern Indiana and Northern Ohio. While previous research has focused on the reasons adults enroll in piano lessons, this study focused on children under the age of 18. The participants each completed the Reasons for Enrollment in Piano Lessons Survey. The survey listed various reasons for enrollment, for which the children rated their level of agreement based on a five-point Likert scale. Results indicated that the most agreed upon reason children initially enrolled in piano lessons was they thought it would be fun, and they continue enrollment in piano lessons because it is fun. In addition, the children also stayed enrolled in piano lessons because they wanted to become better pianists, they wanted to become better musicians, and they enjoy learning new music. An important implication for piano teachers is to consider the interests of students when selecting repertoire and provide ample playing opportunities during the lesson time in an effort to increase the amount of enjoyment for the students. In addition, teachers could take advantage of the increasing desire for improvement by challenging older students with more difficult and diverse repertoire, higher overall lesson preparation expectations, and new activities that address the student’s weaknesses. Suggestions for future research include utilizing a larger population, examining the effect of socio-economic status on children’s reasons for enrollment, surveying children in group lessons, and investigating what children think makes a lesson fun. / School of Music

The problem was to survey and collect ideas on the use of improvisation as a teaching and learning tool in elementary piano instruction and to prescribe activities and exercises for second through fourth grade piano classes. These areas were examined: philosophies and theories influencing traditional instruction, effects of creative keyboard activities on children's musical development, specific teaching strategies using improvisation, evaluative procedures, and suitability of materials for young children. Data collected from published and unpublished materials were classified, and presented concerning the feasibility of using keyboard improvisation with early elementary children. It was found that suitable improvisational exercises allow the child to organize his perceptions into the basic concepts of music. Recommendations for teachers and researchers were made.

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.