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PIANO PEDAGOGY for FOUR- and FIVE-YEAR-OLDS: an ANALYSIS of SELECTED PIANO METHODS for TEACHING PRESCHOOL CHILDREN by PAULA M. T

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PIANO PEDAGOGY for FOUR- and FIVE-YEAR-OLDS: an ANALYSIS of SELECTED PIANO METHODS for TEACHING PRESCHOOL CHILDREN by PAULA M. T PIANO PEDAGOGY FOR FOUR- AND FIVE-YEAR-OLDS: AN ANALYSIS OF SELECTED PIANO METHODS FOR TEACHING PRESCHOOL CHILDREN by PAULA M. THOMAS-LEE (Under the Direction of Harriet Hair) ABSTRACT The purpose of this study was to analyze nine early childhood piano methods designed for teaching the beginning four- to five-year-old piano student and to determine whether or not they included the elements which researchers and practitioners deem necessary for an age-appropriate comprehensive music program. The research questions examined in this study were 1) to determine which methods are currently available for teaching piano to the younger child; 2) to determine whether or not these programs include the age- appropriate elements that researchers consider essential for early childhood musical development such as playing instruments (the piano), singing, moving, creating, and aural skills development; 3) to determine the variety of styles of repertoire found in each series; and 4) to determine whether or not parental involvement was discussed in these methods. Criteria for selecting preschool piano methods were methods which 1) were specifically designed for the four- and five-year-old beginning student; 2) were currently in print; 3) and were recommended in James Bastien’s (1988) How to Teach Piano Successfully and Marienne Uszler’s (2000) The Well-Tempered Keyboard Teacher. Thus, the methods which met these criteria were Music for Little Mozarts (1999-2000) by Barden, Kowalchyk, and Lancaster, Invitation to Music (1993-1994) by Jane, Lisa, and Lori Bastien, Prep Course for the Young Beginner (1988-1989, 1993) by Palmer, Manus, and Lethco, Piano for the Young Beginner (1987) by James Bastien, Sing and Play (1987) by Collins and Clary, Music Readiness Series (1984) by Glover, Glasscock, and Stewart, Mainstreams Primer Method (1977) by Cory, Music for Moppets (1971)and Kinder-Keyboard (1977) by Robert and Helen Pace, and The Very Young Pianist (1970, 1973) by Jane Smisor Bastien. A Data Sheet for Review of Preschool Piano Method Books was developed which focused on the key elements considered necessary for preschool music programs. Data were analyzed using frequency counts, and percentages of each element were calculated. The data showed that each piano method focused on one or more of the key elements; however, no single method contained similar percentages across elements. Researchers should continue to investigate the most effective proportion of these key elements in teaching preschool piano students. INDEX WORDS: Piano pedagogy, Piano instruction, Preschool piano, Preschool music, Piano methods, University of Georgia, Dissertation, Piano, Teaching piano, Preschool piano pedagogy, Music for the young child, Piano for the young child PIANO PEDAGOGY FOR FOUR- AND FIVE-YEAR-OLDS: AN ANALYSIS OF SELECTED PIANO METHODS FOR TEACHING PRESCHOOL CHILDREN by PAULA M. THOMAS-LEE B.A., Baylor University, 1996 M.M., Baylor University, 1998 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF MUSICAL ARTS ATHENS, GEORGIA 2003 © 2003 Paula M. Thomas-Lee All Rights Reserved. PIANO PEDAGOGY FOR THE THREE- AND FOUR-YEAR-OLD CHILD: AN ANALYSIS OF SELECTED PIANO METHODS FOR TEACHING PRESCHOOL CHILDREN by PAULA M. THOMAS-LEE Approved: Major Professor: Dr. Harriet Hair Committee: Dr. Ivan Frazier Dr. Roy Legette Dr. Martha Thomas Dr. Stephen Valdez Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia December 2003 iv DEDICATION This document is dedicated to my husband, Justin Lee, whose love and support has guided my way over the past several years during my doctoral study. You have stood by me through all the tough times offering encouraging words and lots of smiles. Your never-ending support has given me the strength and endurance to continually strive for my personal best. This document is also dedicated to my parents who instilled the love of music in me from a very young age. Thank you for your encouragement throughout my years of study. Without the endless support of Dr. Harriet Hair, this study would not have been possible. Thank you for the selfless giving of your time, energy, and love. You have been a tremendous inspiration to me as well as a true friend and mentor. Without my love for the piano, this study would have never been possible. Each piano teacher in my life has instilled in me a deep love and appreciation for piano playing and music. It was through their support of my musical endeavors that I have developed a love for teaching children. My main goal in teaching is to touch others’ lives the way I myself was touched. Therefore, this document is dedicated to each of you: Dr. Ivan Frazier, Mrs. Jane Abbott-Kirk, Ms. Patti Jackson, and Sister Celine Pintar. v ACKNOWLEDGEMENTS I would like to take this opportunity to thank Dr. Harriet Hair for her sage advice and direction with this study. Her genuine interest and excitement in my chosen topic nourished me during struggling times. To Dr. Ivan Frazier and Dr. Martha Thomas, I am very grateful for the extra time and wisdom you gave me concerning piano pedagogy trends, terminology, and much needed explanations. You both contribute so much to the piano pedagogy community and it has been an honor working with you. To Dr. Roy Legette and Dr. Stephen Valdez, who both offered much needed insight into my topic and project, thank you. vi TABLE OF CONTENTS Page ACKNOWLEDGMENTS ...............................................................................................v LIST OF TABLES .........................................................................................................ix CHAPTER 1 INTRODUCTION .....................................................................................1 Problem Statement .............................................................................1 Purpose of the Study...........................................................................5 Limitations of the Study .....................................................................5 Need for the Study..............................................................................6 Definition of Terms ............................................................................8 2 REVIEW OF LITERATURE...................................................................12 Early Childhood Pioneers in Music Education .................................12 Review of Theses and Dissertations.................................................15 Importance of Music in the Life and Education of the Young Child ..........................................................................20 Physiological, Cognitive, and Musical Development of the Four- to Five-Year-Old Child ................................................23 Key Elements in a Preschool Music Program...................................30 Concepts of Music for the Preschool Child ......................................41 Piano and the Preschool Child .........................................................42 vii Early Childhood Piano Methods and Programs................................50 3 PROCEDURES........................................................................................59 Piano Methods Selected for Analysis..............................................59 Data Collection and Analysis.........................................................65 4 RESULTS................................................................................................69 Music for Little Mozarts (1999-2000) .............................................69 Invitation to Music (1933-1994) .....................................................86 Prep Course for the Young Beginner (1988-1989, 1993)............... 100 Piano for the Young Beginner (1987)............................................ 110 Sing and Play (1987) .................................................................... 118 Music Readiness Series (1984) ..................................................... 133 Mainstreams Primer Method (1977) ............................................. 148 Music for Moppets/Kinder-Keyboard (1971, 1977)....................... 164 The Very Young Pianist (1970, 1973) ........................................... 180 5 CONCLUSIONS AND RECOMMENDATIONS .................................. 195 Conclusions................................................................................. 195 Recommendations ....................................................................... 224 Implications................................................................................. 226 REFERENCES CITED ............................................................................................... 227 PIANO METHOD REFERENCES ............................................................................. 233 OTHER RELATED REFERENCES ........................................................................... 238 APPENDICES A TEN REASONS FOR BEGINNING EARLY ....................................... 241 viii B HOW TO HELP YOUR CHILD AT HOME ......................................... 243 C HOW TO HELP YOUR CHILD AT THE LESSON ............................. 246 D DATA SHEET FOR REVIEW OF PRESCHOOL PIANO METHODS....................................................... 248 E COMPARISON OF PERCENTAGES OF ELEMENTS ACROSS PIANO METHODS .............................................................. 259 F COMPARISON OF PERCENTAGES OF TECHNIQUE COMPONENTS ACROSS PIANO METHODS
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