Piano programs in performing arts high schools: A survey of admission requirements, course requirements, and curriculum.

摘要

The primary purpose of this study was to identify and explore the current teaching qualifications, teaching positions, classes taught, mandatory requirements, and materials used by piano teachers at performing arts schools. The researcher was then was able to identify similarities in the curriculum and methods used by these piano teachers and the improvements sought by piano teachers regarding their current teaching situation. Based on similarities and teacher-suggested improvements, the researcher was able to identify a suggested a curriculum to prepare students to enter into college as piano majors.;By using a survey, the researcher was able to identify and understand the content of the traditional piano curriculum for pre-college students. Surveying piano teachers from high-achieving arts magnet schools gave the researcher an in-depth understanding of arts schools and the core piano/keyboard courses being offered across the nation.;The researcher sent out emails to 79 schools that belong to the Arts School Network (ASN) and that met the criteria of a dedicated magnet high school. The exploratory research used a one shot case-study approach, with a mixed-methods research design. While the research was primarily quantitative in nature, to strengthen the study, open-ended questions, provided a qualitative component, as a means to gather more in-depth information.;Results showed applied keyboard, keyboard technique, music theory, music history, and accompanying are the courses most often required. Subjects teachers would add include piano literature, American music history, jazz coursework, music technology, and ensemble. Limited time, too few keyboards, and insufficient training in technology are obstacles to these changes. An integrated curriculum based in the experiential learning theory is suggested to address current time and scheduling constraints. A comprehensive portfolio of student performances, composition and technological projects, and finally assessment rubrics is suggested to help students prepare for college auditions.