PIANO PEDAGOGY SYLLABUS AND ASSIGNMENTS, MUED 4642

Dr. Lauren Schack Clark

lsclark@astate.edu, 870-680-8029
Updated 8/08. Subject to change.

Course Expectations: The student will learn the basics of how to teach the piano
successfully, through readings, lectures, observation of various levels of lessons and
piano classes, and most importantly, hands-on training in the children’s Beginning Piano
Class held on Mondays at 4:00 in room 208. The student will assistant-teach segments of
this class, and will work with the children on a 1-to-1 basis.

Grading:

25% Observation reports: weekly Beginner Classes (9 total), Keyboard Skills classes (2
total), Non-Major Piano classes (1 total), Private lessons of college students or children,
var. levels and teachers (Optional: can fill in for other observations besides Children’s
Beginniner Classes). Observation reports should demonstrate perceptiveness and clarity.

25% Teaching skills and improvement as demonstrated in Beginners Class. In-class

projects, listed below and assigned throughout the class, and participation.

25% Journal, to include notes and quotes from class discussions, weekly readings, other
general observations about teaching. Include anything that you think will be helpful in
your teaching someday. To be handed in periodically for comments.

15% Review of Method Books Due 10/10/08

10% Final Project, Due 12/4/08 at noon

Any student in this course who has a disability that may prevent him/her from fully
participating in this course should contact Disability Services (972-3964, Room 410
of the Chickasaw Building), as soon as possible so we can make the necessary
accommodations to facilitate your educational opportunity.

Cheating and Plagiarism: Written assignments should not be copied from papers of
other students, from the models used by the teacher, or from published material.
According to the Student Handbook 1994-1995, cheating and plagiarism may result
in a student being asked to leave the university.

Flexibility Clause: The aforementioned requirements, assignments, and policies are

subject to change. Students’ experiences and needs will be considered in modifying
this course syllabus. The instructor reserves the right to make changes as deemed
necessary.
WEEK 1, 8/27
Discuss course expectations, assignments, teaching observations. What makes a good teacher? The
beginning student – children, adults, music majors. Group piano for adults.

Readings:
Gordon: Etudes for Piano Teachers: read Table of Contents and Chapter 1. Skim rest of book.

F. Clark: p. 1-2

Bastien: Note: The 1973 ed. Of Bastien is in the library. The 1988 version is in the pedagogy lockers,
non-circulating. Try to use the 1988 version when possible.
Ch. 1, 6

Lyke: p. 17-23

Uszler: p. 105-120

Assignment: Begin 2+ page paper on how you were taught to play the piano. Use Bastien P. 4-5 as your
guide. Due next Wednesday. Take notes on readings in your journal. Observe first Keyboard Skills Class,
non-majors class. Start reviewing method books in lockers.

WEEK 2, 9/8
Share papers begun last week. Beginning students. Beginning Piano Class starts next Monday, 9/8.

Readings:
F. Clark: p. 183-185

Bastien: Ch. 4

Lyke: p. 51-55

Uszler: p. 120-146

Assignment: Take notes on readings in your journal. Study lesson plans for Beginning Piano Class. Hand
in journal (will be returned promptly!). Hand in paper on how you were taught.

WEEK 3, 9/15
Continue reviewing method books. Practicing. Including technique in the piano lesson/class. Musicality,
phrasing, and interpretation.

Readings:
F. Clark: p. 156-175

Lyke: 121-130

Baker-Jordan: Chapter 8

Assignment: Take notes on readings in your journal. Study lesson plans for Beginning Piano Class.
WEEK 4, 9/22
More beginning and elementary repertoire and technique. Discuss progress on method book reviews.

Readings:
F. Clark: p. 101-110

Uszler: p. 183-189

Jacobson Chapter 4, 5, 6

Assignment for today and all future weeks: Take notes on readings in your journal. Study lesson plans for
Beginning Piano Class. For next class, prepare to teach fellow pedagogy students in class as assigned,
pretending that he/she is a beginning student. Work with children after class to reinforce posture/hand
position, rhythm (make rhythm cards for them), reading concepts.

WEEK 5, 9/29 Teach fellow pedagogy students as assigned. Begin Intermediate student, repertoire, and
technique. Teaching Keyboard Skills students. Group Teaching.

Readings:
F. Clark: p. 29, 35-49

Bastien: Ch. 7-8

Lyke: P. 423-426

Baker-Jordan Chapter 17

Assignment: See Week 4. Work with children after class to reinforce posture/hand position, rhythm,
repertoire, reading concepts. Hand in journal.

WEEK 6, 10/6
Music Medicine, Special Needs Student. See AMT June/July 06 for Annot. Bib. On Musician Wellness.
The psychology of teaching.

Readings:
Biehler & Snowman Ch. 1, 2, and 3

Ristad: Ch. 1. Skim rest of book.

Lyke: p. 374-400, 2-13

Assignment: See Week 4-5. Teach segments of Beginner Class as assigned.

WEEK 7, 10/13
The advanced student, repertoire. The college piano major/pedagogy major

Readings:
Bastien: Ch. 11 (13 in 1973 ed.)

Uszler: p. 3-11, 261-271

Assignment: See Week 4-5. For next class, prepare to teach fellow pedagogy student in class as assigned,
pretending that he/she is an intermediate student.
WEEK 8, 10/20
Preparing students for recitals/performance.

Readings:
F. Clark: p. 190-99

Chronister: p. 256-260

Assignment: See week 4-5. Teach fellow pedagogy student in class as assigned, pretending that he/she is
an intermediate student. Observe Piano Rally on Saturday.

WEEK 9, 10/27
Preschool Piano: Suzuki method, other teaching methods. Non-piano preschool music education
(Kindermusik, Dalcroze Eurythmics, etc.)

Readings:
Bastien: ch. 5

Uszler: p. 75-88

Jacobson: Chapter 10

Assignment: See week 4-5.

Week 10. 11/3

Including Music Theory in the piano lesson/class. Music Technology.

Readings:
Lyke: p. 88-106, 438-459

Chronister: Chapter 13

Assignment: See week 4-5. Hand in journal.

Week 11, 11/10 (Beginning Piano Class Recital will be 11/10 at 4:00)
Preschool Piano: Suzuki method, other teaching methods. Non-piano preschool music education
(Kindermusik, Dalcroze Eurythmics, etc.). More on Technique. Ideas for Student Compositions. The
business of teaching.

Readings:
Bastien: ch. 5

Uszler: p. 75-88

Jacobson: Chapter 10

F. Clark: p. 110-148

Uszler: p. 213-224

Bastien: Ch. 3
Uszler: p. 401-405, 12-28

Baker-Jordan Chapter 3,4, 5

Jacobson Chapter 11

Assignment:
1. Work with children in Beginning Piano Class as assigned.
2. Write a short composition that addresses a particular technical issue, and that is geared toward a
child or teenager.
3. Hand in journal next week. Make it in the format of Dr. Clark’s big binders, with sections for
different topics, such as Technique, Preschool Piano, Beginning Students, Transfer Students,
Technology, etc. Make it easy for YOU to find each topic when you’re doing future lesson plans.
4. Finish Studio Brochure and Studio Invoice, due next week.

Week 12, 11/ 17

Music Medicine, Special Needs Student. See AMT June/July 06 for Annot. Bib. On Musician Wellness.
The psychology of teaching. The advanced student, repertoire. The college piano major/pedagogy major.
Preparing students for recitals/performance.

Readings:
Biehler & Snowman Ch. 1, 2, and 3

Ristad: Ch. 1. Skim rest of book.

Lyke: p. 374-400, 2-13

Bastien: Ch. 11 (13 in 1973 ed.)

Uszler: p. 3-11, 261-271

F. Clark: p. 190-99

Chronister: p. 256-260

Assignment:
1. Work with children in Beginning Piano Class as assigned.
2. Create your own Studio Brochure to give to parents from Beginning Piano Class. Use Dr. Clark’s
as model, add your own formatting, graphics, etc. . I will email it to you. Let me know if you
need colored paper or help photocopying. Be sure it’s very clear and legible. Also, check the
proposed schedule and be sure you can make all the group lesson times, etc. (Private lesson
scheduling is more flexible, but try to stick to the same time every week.)
3. Create your own Studio Invoice form. Use Dr. Clark’s as a model. I will email it to you.

For 2 and 3 above, have draft ready by 4/9 and we will finalize and give to parents on 4/16 at
Beginning Piano Class Recital.

4. Begin working on Final Project. Due Dec. 5 at Noon.

Week 13, 11/24:
Including Music Theory in the piano lesson/class. Music Technology. The Transfer Student.
Memorization techniques.

Readings:
Lyke: p. 88-106, 438-459

Chronister: Chapter 13

F. Clark: p. 149-156, 200-204

Lyke: p. 340-347

Uszler: p. 235-249, 367-370, (420-425, list of Materials useful in the teaching of the Transfer S.)

Baker-Jordan Chapter 11

Assignment:
1. Beginning Class recital.
2. Hand in journal for the last time.
3. Finish Final Project, due 4/27.

Week 14, 12/1:

Tie up loose ends. Jazz/Improvization. Functional Keyboard Skills.

Readings:
Baker-Jordan Chapters 15 and 18.

Assignment: Final Project due 4/27 at noon.

Piano Pedagogy Syllabus, REVISED SCHEDULE, 11/8/08

WEEK 9, 11/3
Preschool Piano: Suzuki method, other teaching methods. Non-piano preschool music education
(Kindermusik, Dalcroze Eurythmics, etc.)
Readings:
Bastien: ch. 5

Uszler: p. 75-88

Jacobson: Chapter 10

Week 10. 11/10

Including Music Theory in the piano lesson/class. Music Technology. More on repertoire. Ideas for
Student Compositions.

Readings:
Lyke: p. 88-106, 438-459

Chronister: Chapter 13

Assignment: Write a short composition that addresses a particular technical issue, and that is geared
toward a child or teenager. Hand in journal by December 5 at noon. Begin working on Final Project,
Due Dec. 5 at Noon.

Week 11, 11/17, 10:00

More on Technique.

Readings:
Bastien: ch. 5

Uszler: p. 75-88

Jacobson: Chapter 10

F. Clark: p. 110-148

Uszler: p. 213-224

Week 12, 11/ 17, 4:00

The business of teaching.

Readings:

Bastien: Ch. 3

Uszler: p. 401-405, 12-28

Baker-Jordan Chapter 3,4, 5

Jacobson Chapter 11

Assignment: Due next week.

1. Create your own Studio Brochure to give to parents. Use Dr. Clark’s as model, add your own
formatting, graphics, etc. I will email it to you. Let me know if you need colored paper or help
photocopying. Be sure it’s very clear and legible
2. Create your own Studio Invoice form. Use Dr. Clark’s as a model. I will email it to you.

Week 13, 12/1, 10:00:

The Transfer Student. Memorization techniques.

Readings:
Lyke: p. 88-106, 438-459

Chronister: Chapter 13

F. Clark: p. 149-156, 200-204

Lyke: p. 340-347

Uszler: p. 235-249, 367-370, (420-425, list of Materials useful in the teaching of the Transfer S.)

Baker-Jordan Chapter 11

Assignment:
1. Hand in journal for the last time, due 12/5 at noon.
2. Finish Final Project

Week 14, 12/1, 4:00:

Tie up loose ends. Jazz/Improvization. Functional Keyboard Skills.

Readings:
Baker-Jordan Chapters 15 and 18.

Assignment: Final Project due 12/5 at noon. Also hand in Journal by this time.