ABSTRACT For pianists considering teaching as a career, progress has been made in the preparation of piano teachers in American
colleges and universities beginning in the early twentieth century. These developments impacted the education of the piano teacher in
colleges/universities as well as the added focus of piano-related journals and publications, professional organizations, and the piano
teaching profession. According to the newest edition of Directory of Music Faculties in Colleges and Universities, U.S. and Canada
(2015-2016), there are 62 American institutions offering master's degrees in piano pedagogy or master's degrees with an emphasis in piano
pedagogy, and 1091 faculty reported an interest in teaching piano pedagogy courses. The purpose of this study was to increase the
understanding of how current and future piano teachers perceive the design and function of master's piano pedagogy degree programs in the
United States. This descriptive research, bridging collegiate master's students and early-career piano teachers' perceptions, explores the
perceived benefits, value, or shortcomings of graduate-level piano teacher education/pedagogy programs. The researcher principally
utilized the following techniques for this study: (1) review of related literature and documents; (2) online survey questionnaire design;
(3) interviews with novice piano teachers and piano pedagogy faculty members; and (4) analysis of quantitative and qualitative data. The
information obtained through online surveys and real-time interviews comprise the foundation for the findings of this study. Most of the
collegiate and early-career piano teachers in this study indicated positive attitudes toward the "hands-on" internship experience and
learning experience with piano pedagogy instructors. The most valuable aspects of the master's piano pedagogy programs noted by
participants were faculty members directly sharing their professional knowledge and years of experience to students in
class. / A Dissertation submitted to the College of Music in partial fulfillment of the Doctor of
Philosophy. / Spring Semester 2016. / April 13, 2016. / Curriculum, Master's degree, Piano pedagogy, Piano teacher, Student perceptions, Teacher preparation / Includes bibliographical references. / William Fredrickson, Professor Directing Dissertation; Joe Kraus, University Representative;
Alice-Ann Darrow, Committee Member; Kimberly VanWeelden, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360332 |
| Contributors | Cheng, Xiaoke (authoraut), Fredrickson, William E. (professor directing dissertation), Kraus, Joseph Charles (university representative), Darrow, Alice-Ann (committee member), VanWeelden, Kimberly D. (committee member), Florida State University (degree granting institution), College of Music (degree granting college) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (184 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0097 seconds