Abstract:
This dissertation explores the philosophies of two piano teachers regarding their attitudes
toward curriculum development and field work experiences. The difference between observation
requirements in music education degrees and piano pedagogy degrees is vast. During my time
obtaining my music education degree, I was required to spend 100 hours engaged in teaching
observations, in contrast to 30 hours of observations required during my master’s degree in piano
pedagogy. This discrepancy was the impetus for this research which intends to investigate the
requisite skills needed to become a successful private piano teacher beyond the scope of
institutionalized educational curriculum. The master-apprentice model of teaching has been a
time-honored tradition backed by research indicating that novice teachers benefit from
observation and field experience. Through this case study, one may examine successful teachers’
approaches and viewpoints illuminating their views on how to encourage well-rounded
musicianship in their students. This study consisted of interviews with two piano teachers as well
as observations of a total of four students in piano lessons. During the course of the case study,
the following themes arose: the attitude toward field experience and observations, the importance
of establishing strong foundations, viewpoints on curriculum, and the insights of teaching
philosophies. By observing varied interpretations of the roles that these elements have in
teaching, novice piano teachers can more readily understand options in their own approach to
teaching and finding what works best for them. Through these case studies, we may better
understand what we can gain from observing and connecting with master teachers.
