Note: all presentations can be modified to fulfill the given time frame and meet the needs of the intended audience.
The Well-Tempered Keyboard Lab: Wellness Strategies for the Group Piano Classroom
The National Wellness Institute (NWI) defines wellness as “functioning optimally within your current environment (NWI, 2023). Further, the NWI describes wellness as a multifaceted construct that encompasses the following six dimensions: physical, emotional, spiritual, intellectual, social, and occupational. Undergraduate music majors, often challenged in these dimensions, must utilize wellness practices (i.e., mindfulness, stretching, self-awareness, etc.) to meet the demands of their program. While students recognize the benefits of these practices, many struggle to implement them regularly. Therefore, the responsibility falls on music instructors to make wellness practices an integral part of their curricula (Savvidou, 2021). The group piano classroom offers a unique opportunity to promote wellness in all the NWI’s six dimensions, as it is a required course for many undergraduate music majors. This presentation provides group piano teachers with wellness practices they can incorporate into their teaching.
The National Wellness Institute (NWI) defines wellness as “functioning optimally within your current environment (NWI, 2023). Further, the NWI describes wellness as a multifaceted construct that encompasses the following six dimensions: physical, emotional, spiritual, intellectual, social, and occupational. Undergraduate music majors, often challenged in these dimensions, must utilize wellness practices (i.e., mindfulness, stretching, self-awareness, etc.) to meet the demands of their program. While students recognize the benefits of these practices, many struggle to implement them regularly. Therefore, the responsibility falls on music instructors to make wellness practices an integral part of their curricula (Savvidou, 2021). The group piano classroom offers a unique opportunity to promote wellness in all the NWI’s six dimensions, as it is a required course for many undergraduate music majors. This presentation provides group piano teachers with wellness practices they can incorporate into their teaching.
| WTKL_Handout.pdf |
Perfect Harmony: Healthy Habits for Music Teachers
Music teachers’ schedules are often filled with teaching, lesson planning, performing, rehearsing, and more. While such schedules make for dynamic careers, they also increase one’s chances of developing various health problems. In a study of 496 British music teachers, 70% experienced physical problems that hindered their teaching and performing, more than 50% experienced performance anxiety and over 30% reported hearing difficulties (Norton, 2019). These findings suggest that occupational demands may put teachers at heightened risk for physical and psychological strain. This presentation will equip studio, classroom, and higher education music teachers with practical strategies to preserve their physical, psychological, and auditory health.
Music teachers’ schedules are often filled with teaching, lesson planning, performing, rehearsing, and more. While such schedules make for dynamic careers, they also increase one’s chances of developing various health problems. In a study of 496 British music teachers, 70% experienced physical problems that hindered their teaching and performing, more than 50% experienced performance anxiety and over 30% reported hearing difficulties (Norton, 2019). These findings suggest that occupational demands may put teachers at heightened risk for physical and psychological strain. This presentation will equip studio, classroom, and higher education music teachers with practical strategies to preserve their physical, psychological, and auditory health.
| Perfect_Harmony_Handout.pdf |
The Big Three: Integrating Music Theory, Aural Skills, and Group Piano to Promote Comprehensive Musicianship
Institutions accredited under the National Association of Schools of Music recommend that students attain a functional level of keyboard competency (NASM, 2021). This is often assessed through piano proficiency exams in which students are tested on their ability to perform technical skills (i.e. scales, arpeggios, chord progressions, etc.) and functional skills (i.e. harmonization, transposition, sight-reading, improvisation, etc.) (Young, 2016). The concepts behind these skills are taught in music theory and aural skills classes and applied in the group piano classroom. This presentation highlights the convergence of Secondary Group Piano, Music Theory/Harmony, and Ear Training & Sight-Singing courses while providing activities for group piano classrooms that encourage individual creativity, group collaboration, and curriculum connection for undergraduate music majors.
Institutions accredited under the National Association of Schools of Music recommend that students attain a functional level of keyboard competency (NASM, 2021). This is often assessed through piano proficiency exams in which students are tested on their ability to perform technical skills (i.e. scales, arpeggios, chord progressions, etc.) and functional skills (i.e. harmonization, transposition, sight-reading, improvisation, etc.) (Young, 2016). The concepts behind these skills are taught in music theory and aural skills classes and applied in the group piano classroom. This presentation highlights the convergence of Secondary Group Piano, Music Theory/Harmony, and Ear Training & Sight-Singing courses while providing activities for group piano classrooms that encourage individual creativity, group collaboration, and curriculum connection for undergraduate music majors.
| Big_Three_Handout |
