Innovations in piano teaching: a small‐group model for the tertiary level

Abstract

This article outlines the rationale for and development of a small group piano teaching approach for application in the higher education environment. The influences on and the rationale for current preferences in the piano teaching field are considered, prior to an investigation of the literature, which reveals a number of issues of concern in relation to the efficacies and efficiencies of existing practices. Reflections obtained during in‐depth interviews are then analysed to create a view of the current state of piano teaching. Questionnaire data obtained from tutors who engage in advanced student group‐teaching are also examined. The development of the small group structure and learning environment is subsequently outlined, as is evaluation data gathered from participating students over the 4‐year trial. The paper concludes by discussing a number of implications and possible directions for instrumental teaching at the tertiary level.