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

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