PRESCHOOL PIANO METHODS AND DEVELOPMENTALLY APPROPRIATE PRACTICE A Dissertation Presented to The Faculty of the Graduate School University of Missouri-Columbia In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy By FANG TING HUANG Dr. Wendy, L. Sims, Dissertation Supervisor AUGUST, 2007 © Copyright by Fang Ting Huang 2007. All rights Reserved The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled. PRESCHOOL PIANO METHODS AND DEVELOPMENTALLY APPROPRIATE PRACTICE Presented by Fang Ting Huang, A candidate for the Degree of Doctor of Philosophy, and hereby, certify that, in their opinion, it is worthy of acceptance. Professor Wendy, L. Sims Professor Martin Bergee Professor Janice Wenger Professor Karen Larvick Professor Larry Kantner Dedicated to My mother, who encourages me to succeed with strength and diligent spirit. My family and friends, who support me with fine thoughts and blessings. My sisters, who show their unconditional love. My husband, who gives me his continuing belief and trust. & My children, who grow to know patience and sacrifice through this process and learn to sweeten my life with their angel love. ACKNOWLEDGEMENTS The process of this dissertation was filled with exhaustion and excitement. Mere words cannot express my gratitude to those people whom I am indebted. First and foremost, I would like to acknowledge my highest respect to my advisor, Dr. Wendy L. Sims, for her effort to guide this dissertation toward the completion despite very busy schedule. Her continuing advises, encouragement, questioning, and insight challenged and inspired me throughout this huge endeavor. She is and will always be my model. I also want to extend my thanks to members of my dissertation committee—Dr. Martin Bergee, Dr. Janice Wenger, Prof. Karen Larvick, and Dr. Larry Kantner—for sharing their knowledge and expertise. Their generous support and belief in me nurtured this achievement. To my colleagues, Dr. Dneya B. Udtaisuk and Ms. Chang Liu, I offer my deepest appreciation for their participation in this study as Peer Checkers. Their involvement enriched both the study and friendship. In addition, I would like to extent many thanks to my editor, Dr. Cathi Wilson, who not only spent valuable time on perfecting this dissertation, but also gave me enduring encouragement. She is an excellent mentor, and I learned so much from her. Thank all of you for assisting me in accomplishing an undertaking of this magnitude. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ………………………………………….………...……….. ii LIST OF FIGURES ……………………………………………………………………xvii LIST OF TABLES ……………………………………………………………………xviii ABSTRACT ……………………………………………………………………………xix CHAPTER I INTRODUCTION ……………………………...…………………………………..…… 1 Purpose of the Study ………………………………………………………………… 2 Organization Outline ………………………………………………………………... 4 CHAPTER II LITERATURE REVIEW ……...………………………………………………………... 7 DEFINITION OF THE PRESCHOOL PIANO STUDENT ………...……………… 7 PRESCHOOL PIANO METHODS …………………………………...……………10 Definition of Method ........……………………………………………...............10 Historical Overview of Piano Method Books …………………………...............12 The Rise of Preschool Piano Methods …………………...........................13 Influences on Philosophy of Preschool Piano Instruction ……..……………......13 Dalcroze ………………………………………………………………….. 14 Orff ………………………………………………………………….. 16 Kodály ………………………………………………………………….. 17 Suzuki ………………………………………………………………….. 19 Summary of Influential Philosophies on Preschool Piano Instruction …..… 21 The Derivation of Preschool Piano Methods ………………………………….. 23 iii Characteristics of the Piano Method Books ………………………………….. 24 Types of Piano Method Books ………………………………………….. 24 Modes of Instruction ………………………………………………………. 26 Readiness for Piano Study ………………………………………………….27 Elements of Preschool Piano Methods …………………………………..29 Reading …………………………………………………………. 30 Rhythm …………………………………………………………. 35 Techniques …………………………………………………………. 37 Musicianship …………………………………………………………. 42 Repertoire .…………………………………………………………….. 44 Design and Format ……………………………………………………..46 SUMMARY ……………………………….…………………………………48 DEVELOPMENTAL CHARACTERISTICS OF PRESCHOOL CHILDREN …..49 The Origin of Developmentally Appropriate Practice ……………………….. 49 Definition of Developmentally Appropriate Practice …………………………50 Developmental Characteristics ……………………………………………......51 Physical Maturity ………………………………………………………….51 Gross-Motor Development …………………………………………51 Fine-Motor Development …………………………………………......52 Sensation and Perception ……………………………………………..53 Intellectual Maturity ……………………………………………………...56 Language and Communication Development ……………………......56 From Language to Play …………………………………………..57 iv From language to Music ………………………………………….58 Cognitive Development ………………………………………...60 Major Perspectives of Learning Theories ……………………….. 61 Egocentrism …………………………………………………. 61 Centration …………………………………………………… 64 Mental Reversibility ………………………………………….65 Conservation ………………………………………………... 65 Other Influential Learning Theories in Cognition Development ……………………………………………………………………68 Social maturity ………………………………………………. 69 Musical Maturity & Characteristics …………………………………71 Rhythm Development and Movement ………………………. 71 Steady Pulse …………………………………………………73 Duration and Pattern in Rhythm …………………………….75 Meter ………………………………………………………..76 Rhythmic notation …………………………………………..77 Pitch Development ……………………………………… 78 Linear Pitch Development ………………………………….78 Pitch Discrimination and Melodic Contour …………….79 Pitch Relations and Melodic Motion …………………...80 Advanced Pitch Concepts ………………………………81 Vertical Pitch Development ……………………………….. 82 Harmony and accompaniment ……………………….… 82 v Functional and Performance Skills …….……..…………..…….83 Aural Development & Listening Skill …………………….. 83 Vocal Development & Singing ……………………………. 84 Motor Development ……………………………………….. 87 Music Movement ……………………………………… 88 Instrument Playing …………………………………….. 89 Concept Development and Notation …………………………... 92 Affective Development …………………………………………93 Creative Development ………………………………………….94 SUMMARY ………………………………………………………………97 ISSUES OF CURRICULUM PLANNING AND INSTRUCTIONAL STRATEGIES …………………………………….. 99 Definition of Curriculum ………………….……………………………..... 99 Curriculum Planning and Implementation ………………………………...101 Philosophy ……………………………………………………..101 Goals and Objectives ……………………………………………..103 Implementation of the Curriculum—Lesson Planning ……………..104 Instructional Strategies ………………………………………………........107 Tradition versus New Vision ……………………………………..107 Profile and Qualifications of the Preschool Piano Teacher …………..110 Instructional Theories Revisited ……………………………………….....111 Direct Instruction versus Rote Teaching …………………………….111 From Theories to Practice …………………………………….113 CONCLUSIONS ……………………………………………………………..117 vi CHAPTER III METHODOLOGY ……………………………………………………………….118 Research Design …………………………………………………………….. 118 Mode of Inquiry …………………………………………………………. 118 Design and Theory ………………………………………………………..119 Data Collection and Analysis …………………………………………………121 Data Sources ………………………………………………………...….... 121 Use of Documents ……………………………………………...……..121 List of Preschool Piano Methods ……………………………………..122 Core Data Sources and Supplementary Data Sources ………………..123 Purposeful Sampling …………………………………………………….. 124 Sampling Process and Selection Criterion ………………….………...125 1. Emergent Sampling Design ………………………….……….125 2. Criterion of Sample Selection ………………………………...125 3. Serial Selection and Focusing of the Sample ………………....125 4. Selection to the Point of Redundancy and Sample Size ……...126 Data Collection ………………………………………………………….. 126 Primary Data Collection Method ……………………………………..126 Secondary Data Collection Method …………………………………..127 Data Analysis ……………………………………………………………..127 Constant Comparative Method and Qualitative Content Analysis ..….127 Process of Analysis …………………………………………………...129 Phase I: Raw Data into Unitized Data ……………………………129 Phase II: Verified Data and Peer Check ………………………….131 vii Phase III: Categorized Data and Refined Categorized Data ……..133 Phase IV: Balanced Data ………………………………………...133 Trustworthiness …………………………………………………………..134 Credibility ………………………………………………………….. .135 Authority of the Researcher …………………………………….. 135 The Nature of the Interaction between Researcher and Multiple Realities ……………………………………………………………………137 Prolonged Engagement …………………………………… 138 Reflexive Analysis …………………………………………138 Field Journal ……………………………………………….139 Negative Case Analysis ……………………………………139 Triangulation of Data ……………………………………………140 Transferability ……………………………………………………….141 Dependability ………………………………………………………..142 Stepwise Replication Technique ………………………………...142 The Code-Re-Code Procedure …………………………………..143 Repeated Observation of the Same Event ……………………….143 Confirmability ……………………………………………………….144 Data Presentation and Analysis …………………………………………….. 144 Trends in Characteristics of Preschool Piano Methods …………….........145 CHAPTER IV TEACHING PHILOSOPHIES REFLECTED IN THE METHODS …………...152 General Teaching Philosophies ……………………………………………...153 Traditional Approach …………………………………..………………. 153 viii Whole-Body Approach …………………………………..………………154 Analysis and Interpretation ………………………………..…………....156 Main Emphases of the Philosophies as Reflected in the Contents ……….....157 Traditional Approach …………………………………………………...158 The Emphasis on Reading Proficiency/Music Literacy …………….158 The Emphasis on Playing Technique ……………………………….159 Whole-Body Approach ……………………………………………….....160 Analysis and Interpretation ……………………………………………. 162 Pedagogical Approaches