Skills and behaviours important for effective piano teaching: A survey of the piano pedagogy components of current undergraduate music degrees in Australian tertiary institutions

Abstract

The purpose of this study was to determine effective teacher behaviours and musicskills relevant to piano teaching as perceived by beginner piano teachers (undergraduateteacher trainees), pedagogy lecturers and experienced qualified piano teachers. This studyinvestigated any current emerging undergraduate pedagogy degree trends or exclusiveprogram components in Australia within a framework of identified wide ranging skills andteacher characteristics relevant to piano pedagogy. Research was conducted nationally inAustralia through purpose-designed and piloted questionnaires distributed to piano teachers ina variety of settings with interviews following this.A questionnaire (N = 107) completed by beginner piano teachers (n = 22), pedagogylecturers (n = 19) and experienced qualified piano teachers (n = 66) as well as follow-upinterviews (N = 27), addressed perceived effective piano teaching skills and pedagogy degreeissues such as practicum, technique, piano methodologies, mentorship, and teacher trainingprocedures. Additionally, this information was assessed in the context of each subpopulation’spast or current tertiary training background and experiences.Results indicated that a majority of lecturers and qualified teachers agreed on theapplication and efficacy of pianistic technique as an essential component of piano teaching.Most questionnaire respondents perceived a holistic approach to technique and studentcentredlearning techniques as vital elements of effective piano pedagogy practice. Likewise,improvisation skills were viewed highly by all sub-groups although not emphasized stronglyin their current and past degree training procedures. A concerning finding was the low ratinggiven to sight reading and aural skills despite being addressed in experienced teacher andlecturer past tertiary study.The assessment of perceived important teacher characteristics in effective pianoteaching revealed a common consensus among all three sub-groups on the most essentialpedagogy behaviours: (a) patience; (b) an ability to motivate students; and (c) employing apositive approach to teaching. Eighty-eight percent of qualified teachers perceived patience asa key ingredient of successful piano teaching.This study provides new insights into the underlying role of practicum in pedagogydegree training. A considerable proportion of qualified teachers and undergraduate teachertrainees perceived practicum as a central piano pedagogy degree component. However,lecturers presented mixed opinions on the value of practicum with over 40% considering itless important in leading to future effective teaching. Overall, the majority of both lecturersand qualified teachers perceived practical field training to be a very important pedagogydegree component, although not currently being addressed in degrees and having receivedminimal emphases provided in respondents’ past training.Interview data was consistent with the questionnaire where student-centred learningwas highlighted as an important skill by undergraduate teacher trainees, whilst proficientknowledge of pianistic technique was essential to most qualified teachers and lecturers. Manyqualified teachers interviewed noted having very little or no actual past specialized pianopedagogy training. Interview findings also confirmed participant consensus on some crucialpiano pedagogy degree components: pianistic technique, teaching/ learning strategies, andpracticum opportunities. These comprehensive findings contribute to existing research intopreservice teacher perceptions and instrumental pedagogy.

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