METHODS OF TEACHING THE PIANO IN SPECIALIZED ART SCHOOLS
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Abstract
In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the piano. The domains of art focused on are piano, poetry and dance/aesthetic movement. Through empirical examples from a large‐scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of piano, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the piano; (b) the importance of conversing when learning the piano; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the piano.
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