Incorporating Aural-Centered Teaching With Traditional Piano Pedagogy: An Adaptive Approach to the Faber Method

dc.contributor.advisor
dc.contributor.authorUm, Dasol
dc.date.accessioned2024-06-12T16:19:41Z
dc.date.available2024-06-12T16:19:41Z
dc.date.issued2024-06
dc.description53 pagesen_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29507
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsCreative Commons BY-NC-ND 4.0-USen_US
dc.subjectpianoen_US
dc.subjectcognitive and auditory developmenten_US
dc.subjectaural skillsen_US
dc.subjectSuzuki methoden_US
dc.subjectJazz Pedagogyen_US
dc.titleIncorporating Aural-Centered Teaching With Traditional Piano Pedagogy: An Adaptive Approach to the Faber Methoden_US
dc.typeTerminal Projecten_US

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