MCCCD Program Description

Elementary Piano Pedagogy

Course: MUP140

First Term: 2007 Summer I

Lecture 2 Credit(s) 2 Period(s) 2 Load
Subject Type: Occupational
Load Formula: S

Description: An overview of techniques, methods, materials, stylistic characteristics, and repertoire used in teaching piano to students at the early and late elementary levels including creating a studio policy, simulated teaching, and observing private instruction and group piano classes

MCCCD Official Course Competencies
1. Demonstrate an understanding of the teaching philosophy. (I) 2. Create a studio policy. (II) 3. List and compare the categories of beginning students. (III) 4. Compare and discuss teaching and learning techniques and modes. (IV) 5. Compare and evaluate two method books. (VI) 6. Create a list of at least thirty supplementary pieces for elementary level and perform fifteen of them. (VII) 7. List and describe basic elements of piano technique. (IV, VIII) 8. Participate in simulated in-class teaching regularly. (V, VIII, IX) 9. Observe and write observations of two MUP130/MUP131 piano classes. (V,VI,VII,VIII,IX,X,XII) 10. Observe and write observations of four private lessons at prearranged piano studios. (V, VI, VII, VIII, IX, X, XII) 11. Discuss and explain performance skills. (XI) 12. List ways to stay informed. (XII)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Teacher A. Teacher`s personality B. Education C. Being a professional D. Philosophy of teaching E. Advantages of connecting to local piano teachers organizations II. Establishing the Studio A. Location and equipment B. Student Recruitment C. Evaluating marketability D. Developing a business plan III. New Students A. Interviewing students including the evaluation of musical capability. B. Special categories of the student 1. Preschool 2. School age, K-12 3. Adults 4. Students with learning disorders and handicapped students 5. Gifted students IV. Teaching and Learning Modes: Visual, Tactile, Aural, Kinesthetic, and Analytical V. First Lesson with a New Student A. Teaching basic principles including how to sit, how to hold arms and hands, characteristics of the instrument, making a good piano sound, etc. B. Teaching music by rote VI. Literature for Beginners: Method Books A. The most popular method books available on the market B. Different learning systems for beginners including 2-3 black keys, middle C position, intervallic reading, etc. VII. Other Repertoire Books for the Elementary Level A. Supplementary repertoire B. Thematic books including Halloween and Christmas music C. Studies, etudes, and technique books (scales and exercises) D. Student Savers pieces VIII. Basics of Piano Technique A. Free fall, legato, staccato, rolling wrist, phrasing, etc. B. Tone production C. Making connection between titles, tempo markings and other signs and symbols in music D. Rhythm and counting E. Playing duets F. Memorization G. Relaxation IX. Practicing Techniques X. Group Lessons A. How to group students B. Activities for the group class XI. Recitals, Exams, and Competitions A. How to plan and organize beginner recitals including duets, solo, thematic, etc. B. Stage fright C. Practicing for a public performance D. Choosing a repertoire XII. Staying Informed A. Piano conferences, master classes, and lectures of prominent teachers B. Music magazine subscriptions C. Important books about teaching D. Information about teaching on the Web E. Attending live concerts

MCCCD Governing Board Approval Date: 5/22/2007

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.