Incorporating Aural-Centered Teaching With Traditional Piano Pedagogy: An Adaptive Approach to the Faber Method
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Date
2024-06
Authors
Um, Dasol
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
The world of piano pedagogy is rich with diverse methodologies, each crafted by pedagogues with distinct teaching philosophies. These methods have been the subject of extensive study and debate among piano teachers, highlighting the importance of selecting an approach that aligns with one's instructional beliefs. Among the prominent methodologies are the Orff Schulwerk, Kodaly, Dalcroze, and Suzuki methods, which utilize auditory and kinesthetic techniques in group settings to foster musical learning in young children. In contrast, home studio piano pedagogy, exemplified by methods like Faber, places a strong emphasis on visual-centered learning. While Faber, like other traditional piano methods, provides comprehensive instruction and a diverse repertoire, there is potential for enhancing its effectiveness through strategic alignment with child development principles, particularly in the realm of auditory learning. This project aims to explore innovative! approaches to integrate aural-centered teaching methods into the Faber curriculum, enhancing the musical education of early school-age students.
Description
53 pages
Keywords
piano, cognitive and auditory development, aural skills, Suzuki method, Jazz Pedagogy