The purpose of this study was to investigate the repertoire selection practices of pedagogically- and non-pedagogically-trained private piano instructors concerning their intermediate-level students. The primary goal was to explore if there were any differences between pedagogically- and non-pedagogically-trained private piano instructors in their repertoire selections sources and criteria. I also examined the relationship between teacher experience and training and repertoire selection practices of the teachers. Using Shulman’s pedagogical content knowledge (PCK) framework, the study provided an understanding of pedagogically- and non-pedagogically-trained private piano instructors’ (a) curriculum knowledge of teaching materials and resources and (b) content knowledge of teaching materials and literature. I further explored how this knowledge interplayed with teaching experiences and pedagogical training.
I designed a 49-item questionnaire to collect private piano teachers’ demographic information and musical backgrounds, as well as their repertoire selection sources and criteria. The population for the study included 157 private piano teachers from the Midwest. Results indicated that there was no significant difference between pedagogically-trained and non-pedagogically-trained piano teachers in regards to repertoire selection sources (curriculum knowledge) at the intermediate level. However, there were significant differences in two content-based influencing criteria, musical quality and appeal of the work, between pedagogically-trained and non-pedagogically-trained piano teachers at the intermediate level. Regarding the intermediate-level repertoire selection practices of piano teachers as a function of experience and pedagogical training, the data indicated that these qualities and attributes significantly affected how piano teachers selected repertoire in two areas: the repertoire selection source lists and the repertoire selection influence outside elements. The findings suggest that non-pedagogically-trained piano teachers with fewer years of experience lacked pedagogical content knowledge when compared to pedagogically-trained teachers. Practical implications of these results include curriculum change in piano pedagogy courses at the collegiate level as well as encouraging professional music organizations to provide resources to assist non-pedagogically-trained piano teachers in skill development
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/35742 |
| Date | 22 May 2019 |
| Creators | Bulow, Ellen |
| Contributors | Clementson, Casey J. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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