Author: James W. Bastien
Large Trade Paperback
Very Good Condition
Light Wear

Piano teaching is an art that requires special study, aptitude, application, and expertise.  This book discusses those qualities and presents a program of study and a general survey of the teaching scene, providing guidelines for the successful practice of piano teaching.  Because of the the basic information included, this book may serve as a pedagogy text as well as a general reference book for professional teachers.



The four major areas of this Third Edition concentrate on the different areas of teaching.  Part One discusses various organizational aspects of teaching and includes information on studio management, scheduling lessons, and business matters.  A special feature is the survey of current piano methods, where special emphasis is given to the important beginning stages of instruction.



Part Two surveys the broad spectrum of teaching from the preschool student through the intermediate student, and offers specific recommendations in the areas of repertoirs, technique, theory, and supplementary materials.



Part Three includes a variety of special subjects dealing with specialized teaching situations such as preparatory departments, college classes, computers in studios, consideration for fingerings, and how to prepare students for competitions.  Many chapters were contributed by outstanding authors who are recognized authorities in their fields.



Part Four contains interviews with distinguished musicians and provides personal insights into their own views on teaching and learning.



Part Five contains Appendices of numerous subjects ranging from basic theory to a list of concert pianists.



The lists of recommended materials are intended to serve a representative guidelines, not complete lists.  The music books suggested are intended for students of average ability.  When surveying materials in a pedagogy class, it is helpful to have the recommended music available for a thorough examination.



Although the book was planned with a specific sequence, the reader should not feel bound to chapter-by-chapter reading.  Since each chapter is independent, the instructor or general reader can begin anywhere.



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