2013 Pedagogy Curriculum Resources
2004 Task Force on Pedagogy Curricula
- Frances Larimer, Chair, Emerita, Northwestern University
- Barbara Fast, University of Oklahoma
- Andrew Hisey, Oberlin College
- Helen Marlais, Grand Valley State University, MI
- Janice Meyer-Thompson, Arizona State University
- Kenneth Williams, Ohio State University
- Timothy Shafer, Penn State University
- Joan Reist, Emerita, University of Nebraska
A Note from the Chairperson
The goal of the Task Force on Pedagogy Curricula for the National Conference on Keyboard Pedagogy is to present piano pedagogy guidelines at undergraduate and graduate levels that can be adapted within the structure of any institution either currently offering piano pedagogy or planning to do so in the future. This includes pedagogy offerings within performance and/or music education degree programs. We have addressed only the pedagogy components of curricula. We have made no attempt to specify how content should be implemented but rather have offered outlines of important elements that comprise well-rounded pedagogy study.
There is some overlap among the guidelines. This is intentional in order to assure that certain areas are covered at some point in either undergraduate or graduate study. At present there is great diversity nationally in undergraduate pedagogy offerings. Therefore the masters' degree program in performance and pedagogy is designed to be the most comprehensive. In addition it can be flexible in that students entering this degree program with strong background in pedagogy at the undergraduate level may be exempt from taking portions of the program that would be repetitive. This choice would be at the discretion of the instructor in consultation with the student.
At the undergraduate level there are two tracks:
- Two semesters of pedagogy study and internship, ideally offered during the senior year. (The NASM Handbook states that for undergraduate performance majors "study in the major area of performance, including ensemble participation, p edagogy courses, independent study, and recitals, should comprise 25% to 35%" of the curriculum .)
- Multi-year (2,3,4) pedagogy study and internship that would qualify as a major/ emphasis/ concentration. (These terms appear to be used interchangeably.) (The NASM Handbook states that "The Bachelor of Music in Pedagogy may be justified only if an institution is adequately staffed and equipped to offer a significant number of specialized courses and internship opportunities in pedagogy. Curricula to accomplish this purpose......courses in pedagogy (specifically), including comparative methodology and internships, 15% to 20% of total curriculum".)
It is hoped that these guidelines will assist in the development of new coursework and programs and as additions to programs already in place.
Professor Emerita (Piano Performance & Pedagogy)
Northwestern University School of Music
(All links lead to downlodable pdf files)