Possibilities for piano instruction

American Music Teacher, April-May, 2003 by Barbara J. Hendricks

Those unfamiliar with the moveable-do system with a/a-based minor and the beat-function system may find the MLR Verbal Association Skills Program (Melody and Rhythm) (23) by James Froseth and Albert Blaser to be a helpful resource. In addition, Gordon's recent book, Rhythm.' Contrasting the Implications of Audiation and Notation (24) contains a thorough examination of the beat-function system and includes an accompanying instructional CD.

The possibilities for new music making are clear. A strong aural and movement foundation that prepares students to think musically and a formal piano instruction model that continues an aural-to-visual path to music literacy can help students realize their music potential. Moreover, it is the children's understanding that will keep them involved in making music long after the lessons stop. (25)

NOTES

(1.) Kenneth Guilmartin, "Early Childhood Education in the New Millenium," American Music Teacher, 49 (6), (June/July 2000): 40-41.

(2.) L. Heyge, J. Hannagan and M. Wilson, Music makers: At the keyboard, year 1 (Greensboro, NC: Musikgarten/Music Matters, 2001), vii.

(3.) Edwin Gordon, Introduction to Research and the Psychology of Music (Chicago, IL: GIA Publications, 1998), 9.

(4.) Gordon, A Music Learning Theory for Newborn and Young Children (Chicago, IL: GIA Publications, 1997).

(5.) Jennifer Hardacre, "What is This Thing Called `Play'?" Early Childhood Connections, 3 (3), (1997): 15-19.

(6.) Mary Jalongo and Laurie Stamp, "Play: The Foundation for the Arts in Early Childhood," The Arts in Children's Lives: Aesthetic Education in Early Childhood (Boston, MA: Allyn and Bacon, 1997), 64.

(7.) Patricia Shehan Campbell and Carol Scott-Kassner, "From Theory to Practice in Teaching Music to Children," Music in Childhood: From Preschool Through the Elementary Grades (New York, NY: Schirmer Books, 1995), 189.

(8.) Gordon, Rhythm.' Contrasting the Implications of Audiation and Notation (Chicago, IL: GIA Publications, 2000), 117.

(9.) Wendy Valerio, Alison Reynolds, Beth Bolton, Cynthia Taggart and Edwin Gordon, Music Play (Chicago, IL: GIA Publications, 1998).

(10.) Danette Littleton, "Music Learning and Child's Play," General Music Today, 12 (1), (1998): 8-15.

(11.) Eric Bluestine, The Ways Children Learn Music: An Introduction and Practical Guide to Music Learning Theory (Chicago, IL: GIA Publications, 1995).

(12.) B. Creider, "Music Learning Theory and the Suzuki Method," Readings in Music Learning Theory, eds. Darel Walters and Cynthia Taggert (Chicago, IL: GIA Publications, 1989), 260-271.

(13.) Gordon, Learning Sequences in Music: Skill, Content, and Patterns, Rev. ed. (Chicago, IL: GIA Publications, 1997), 9.

(14.) Pete Seeger, Henscratches and Flyspecks (New York, NY: Berkley Medallion Books, 1973), 9.

(15.) Bluestine.

(16.) Gordon, 1997.

(17.) Valerio, et. al., 8.

(18.) Cynthia Taggart, "Early Childhood Music Classes." Information presented at parent orientation meetings of the Community Music School, Michigan State University.

(19.) Valerio, et. al.