September 2015 MTNA e-Journal

Do We HAVE To Take Piano? (Motivating Collegiate Class Piano Students)
By Terry Lynn Hudson
NASM requirements stipulate that all undergraduate music majors must demonstrate keyboard competency, and in many institutions, students with minimal keyboard background achieve a certain level of proficiency through group piano study. Although some students view this as an opportunity to gain skills in an additional performance area, others dread the prospect. Those approaching the course with trepidation or unwillingness are often self-conscious about learning a new instrument and intimidated to perform in an area where they are less accomplished. They may struggle with the theoretical concepts or the basic coordination involved. Or, they may simply want to spend more time on their major applied work and less time on supporting courses. Therefore, the ability to motivate these young musicians is pivotal. Inspiring students in a group setting has its challenges, but studying those factors that are both motivating and non-motivating to students can help teachers more effectively structure activities that stimulate interest and creativity. University class piano students were surveyed to gauge course expectations and motivational factors. The findings and possible action points discussed in this article are based on a study of the literature, survey results and personal observations as a teacher of class piano. [Read More]

Pedagogic Multiculturalism From A Korean Perspective
By Jihun Cho
This research is designed to interview both native-speaking Korean graduate student piano teachers who have taught American pre-college students and native speaking American graduate student piano teachers who have taught Korean pre-college students. A primary goal is analyzing information on the process of how the Korean, and American graduate student teachers interact with students and parents in cross-cultural piano pedagogy environments. The overall objective of the project is to illuminate relationships between parent, student and teacher within the realm of cross-cultural piano pedagogy. [Read More]