Publication Date
2021
Document Type
Bibliography
Organizational Units
College of Arts Humanities and Social Sciences, Lamont School of Music, Musicology and Ethnomusicology
Keywords
Piano, Piano teaching, Beginner students, Engagement
Abstract
This research has been inspired by an observation of the different music-theoretical concepts and their sequencing in different piano methods. After working in three different countries as a piano teacher I wanted to explore differences and similarities as well as improve my lesson engagement level by beginning students, which is admittedly the most complicated level to teach mainly due to the focus maintenance issues. This is the evidence of my preliminary research which can be used and explored by any piano teacher who is interested in incorporating music theory concepts in their classroom, to help with attention issues, more all-rounded teaching, and overall sequencing of various theoretical concepts.
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Recommended Citation
Dilyte, Greta, "How Music Theory Sequencing Can Improve Classroom Management and Attention Issues in Beginner Students' Piano Lessons" (2021). Musicology and Ethnomusicology: Student Scholarship. 110.
https://digitalcommons.du.edu/musicology_student/110