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- All Subjects: Curriculum
- Creators: Campbell, Andrew
Description
Classical pianists have struggled to reconcile personal artistic growth with the economic and cultural realities of a career as a musician. This paper explores the existing structure of North American undergraduate piano education and its development alongside sociological and cultural changes in the twentieth century. Through document study and interviews, I look at three different models of undergraduate piano curricula. Chapters One and Two explore the issues and history surrounding the traditional piano curriculum. Chapters Three and Four draw on interviews to study two different North American undergraduate curricula: a piano curriculum within a liberal arts environment of an American Conservatory-College, and a piano curriculum within a Canadian University Faculty of Music. Chapter Five concludes with a summary of these findings and potential recommendations for implementation. In this study, I suggest that changes to piano curricula were made because of a differing approach, one in which music is seen as an entrepreneurial vocation. These changes point to a discrepancy between what is being provided in the curriculum, and the actual skills that are needed in order to thrive in today's economy. Awareness of the constant flux of the current professional climate is necessary in order for pianists to channel their skills into the world. I theorize that changes in curricula were made in order to provide a better bridge for students to meet realistic demands in their career and increase their ability to impact the community.
ContributorsChoi, Rosabel (Author) / Kim, Kwang-Wu (Thesis advisor) / Campbell, Andrew (Committee member) / Hamilton, Robert (Committee member) / Levy, Benjamin (Committee member) / Pagano, Caio (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this document is to create a template for a master’s degree in Collaborative Piano using data collected from an online survey and from publicly available information on institutional websites. The history and development of the graduate collaborative piano degree in the United States is examined to provide the background to this research. In addition to the degree template, other aspects useful for the creation of such a degree are discussed, including proposed required and optional courses, financial considerations, community outreach opportunities, and balancing off-campus professional engagements with on-campus academic duties. A list of all institutions currently offering collaborative piano degrees at the graduate level is included in the appendix.
The degree template conforms to the requirements of the National Association of Schools of Music (NASM) in order to allow the greatest number of institutions the ability to embrace the curriculum. Designed to be flexible within the overall requirements of the degree, the proposed curriculum favors a balanced approach between instrumental and vocal collaboration, with a combination of traditional courses, project-based courses, and customizable elective courses designed to develop important competencies in collaborative piano. Both solo and collaborative applied lessons would be required, with three coached collaborative recitals and one uncoached collaborative recital required to fulfill the degree requirements. The project-oriented Collaborative Piano Seminar course has the flexibility to allow team teaching or community partnerships and requires an off-campus class performance once per academic year.
The goal of this template is to provide a pedagogically solid foundation for a master’s degree in collaborative piano, with the flexibility to add a variety of elective courses best suited to the needs and talents of the students, faculty, and institution. The synthesis of classical and popular styles within the curriculum is designed to give the collaborative pianist diverse musical competencies in order to succeed and thrive as a professional musician in the 21st century, whether the student continues with self-education after the master’s degree, pursues further study at the doctoral level, or enters the professional world.
The degree template conforms to the requirements of the National Association of Schools of Music (NASM) in order to allow the greatest number of institutions the ability to embrace the curriculum. Designed to be flexible within the overall requirements of the degree, the proposed curriculum favors a balanced approach between instrumental and vocal collaboration, with a combination of traditional courses, project-based courses, and customizable elective courses designed to develop important competencies in collaborative piano. Both solo and collaborative applied lessons would be required, with three coached collaborative recitals and one uncoached collaborative recital required to fulfill the degree requirements. The project-oriented Collaborative Piano Seminar course has the flexibility to allow team teaching or community partnerships and requires an off-campus class performance once per academic year.
The goal of this template is to provide a pedagogically solid foundation for a master’s degree in collaborative piano, with the flexibility to add a variety of elective courses best suited to the needs and talents of the students, faculty, and institution. The synthesis of classical and popular styles within the curriculum is designed to give the collaborative pianist diverse musical competencies in order to succeed and thrive as a professional musician in the 21st century, whether the student continues with self-education after the master’s degree, pursues further study at the doctoral level, or enters the professional world.
ContributorsFincher, Aimee Elisabeth (Author) / Campbell, Andrew (Thesis advisor) / Rockmaker, Jody (Committee member) / Ryan, Russell (Committee member) / Schildkret, David (Committee member) / Yeo, Douglas (Committee member) / Arizona State University (Publisher)
Created2020
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12