This book offers a rare opportunity for teachers to benefit from the knowledge and experience of ten master teachers. In his or her own words, each contributor discusses the Suzuki philosophy and how it can best be put into practice. The subject is addressed in a logical fashion, moving from the theoretical to the practical, with contributors' ideas set out so that readers will find a range of opinions on any particular aspect of the method grouped together. 10 Teacher's Viewpoints on Suzuki Piano covers issues of interest to all piano teachers, such as the importance of listening and review, supplementary repertoire, when to introduce reading, and how to bring out students' musicality. In addition, the contributors offer concrete ideas for developing technique and planning lessons.
Titles: * Rondo in C Major from Sonatina (W.A. Mozart) * Minuet I from 8 Minuets with Trio, 315g (W.A. Mozart) * Minuet III from 8 Minuets with Trio, 315g (W.A. Mozart) * Minuet VIII from 8 Minuets with Trio, 315g (W.A. Mozart) * Musette in D Major, BWV Anh.126 from Notebook for Anna Magdalena Bach (J.S. Bach) * Sonata, Op. 49, No. 2 (Allegro ma non troppo, Tempo di Minuetto) (L. van Beethoven) * Gavotte in G Minor, Gavotte en Rondeau from Suite in G Minor for Klavier, BWV 822 (Allegretto) (J.S. Bach) * Minuets I & II from Partita in B-Flat, BWV 825 (J.S. Bach) * Gigue from Partita in B-Flat (J.S. Bach)
In 1971 Louise Behrend collected a significant number of articles written about the Suzuki approach. These articles were published as a ten-part series in Allegro, the monthly newspaper of the New York Musicians' Union. The purpose was to clear up many widely held misconceptions about the Suzuki ideas and to encourage more fine players and teachers to explore Suzuki teaching. Now published in book form, this pioneering information becomes accessible to a much wider audience.
Research indicates that aural skills are vital in developing musical expertise, yet the precise nature of those skills and the emphasis placed upon them in educational contexts merit closer attention and exploration. This book assesses the relevance of aural in a university music degree and as a preparation for the professional career of a classical musician. By way of the discussion of four empirical studies, two main areas are investigated: firstly, the relationship between university music students’ aural ability and their overall success on a music degree programme, and, secondly, the views of music students and professional musicians about aural and its relevance to their career are analysed. The subject is investigated particularly in the light of the current socio-educational background of the past fifty years, which has greatly influenced the participation of music and the study and development of musicianship. Many related issues are touched upon as part of the research for this project, and these emerge as relevant topics in the discussion of aural. Apart from students’ and musicians’ views on training and singing, aspects considered include the role of improvisation, memorisation and notation, examinations, absolute pitch and the affinity with language, all of which have a part to play in the debate about the importance of aural.
Piano Pedagogy: A Research and Information Guide provides a detailed outline of resources available for research and/or training in piano pedagogy. Like its companion volumes in the Routledge Music Bibliographies series, it serves beginning and advanced students and scholars as a basic guide to current research in the field. The book will includes bibliographies, research guides, encyclopedias, works from other disciplines that are related to piano pedagogy, current sources spanning all formats, including books, journals, audio and video recordings, and electronic sources.
Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.