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dc.contributor.authorRapisarda, Claudia
dc.date.accessioned2023-05-15T04:26:05Z
dc.date.available2023-05-15T04:26:05Z
dc.date.issued2023en_AU
dc.identifier.urihttps://hdl.handle.net/2123/31229
dc.description.abstractThis research aims to discover what and how independent Australian piano tutors are teaching their young absolute beginner students aged ten years and below. This dissertation investigates existing literature, methods, and piano repertoire for teaching the absolute beginner of piano and by extension, music. This research also began to explore the extent, if applicable, to which studio teachers in Australia had used these existing resources. In this mixed methods study, 52 studio piano teachers from across Australia who have taught this subset of beginner students, participated in a questionnaire. The questionnaire permitted a close investigation of who the teachers were, their qualifications, and their experiences in teaching absolute beginners in a piano studio context. The questionnaire focused on what these teachers prioritised, the materials they used, and their approaches and methods for teaching young absolute beginners. This study found that a majority of participants taught absolute beginners from international method books that used terminology that was not in Australian English, and employed concepts that were distant from Australian culture. These popular method books also emphasised reading or deciphering symbols from the first piano lessons, which is contrary to some of the “best practices” explored through empirical research in music education and piano pedagogy. These method books also included repertoire that predominately positioned the beginner piano player’s thumbs on Middle-C or utilised all five piano fingers early in their musical training. This is of significance as such approaches have been shown to contribute to discomfort and a heightened risk of physical complications for pianists with small hands. This study presents a complex picture, finding that many participants felt that there is inadequate support, education, and training in music and piano pedagogy and sustainable performance practices in Australia.en_AU
dc.language.isoenen_AU
dc.subjectPiano Pedagogyen_AU
dc.subjectBeginner Pianoen_AU
dc.subjectPiano Methoden_AU
dc.subjectWell-Tempereden_AU
dc.subjectPiano Alexander Techniqueen_AU
dc.subjectPiano Lister-Sinken_AU
dc.titleWell-Tempered Pianists: Beginner Piano Pedagogy in Independent Australian Studiosen_AU
dc.typeThesis
dc.type.thesisMasters by Researchen_AU
dc.rights.otherThe author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.en_AU
usyd.facultySeS faculties schools::Sydney Conservatorium of Musicen_AU
usyd.degreeMaster of Music (Composition) M.Mus.(Composition)en_AU
usyd.awardinginstThe University of Sydneyen_AU
usyd.advisorHumberstone, James


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