The results suggest that the 'practice before theory' approach to teaching produced a considerable difference in the technical areas of piano study as compared to the older approach, 'theory before practice.' Moreover, musical backgrounds and attitudes towards learning of the participants are factors that affected learning. the study was done within one semester where the performances of eight participants who were of probationary status divided into two groups were rated after a semester by their piano teacher, her teaching assistant, sixteen faculty jurors and three junior piano pedagogy students. This paper investigates whether or not there is a difference in learning the mechanics of piano playing between students exposed to "theory before practice" (traditional) and the "practice before theory" (new) approaches. Elizabeth Susan Vista-Suarez College of Performing and Visual Arts, Silliman University.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |