Perspectives in Pedagogy
Kathleen Murray, Editor
Most of us spend most of our time working with delightfully "average" young piano students. They enjoy music, they're motivated to learn to play the instrument, and they practice and come to their lessons well prepared. For the majority of us, an extraordinarily talented student comes along just once in awhile and may present some unique challenges. I have asked two teachers who have experience working with many "gifted" students to share some of the special resources they use with this population.
from Irene Peery-Fox's article
How does the use of available resources aid us in teaching gifted students?
The use of computer technology with gifted students
As teachers of the twenty-first century, we have more resources available for helping gifted students than ever before. This is the age of technology! Private instructors no longer need use the limited lesson time with students for the drilling associated with the teaching of theory, ear training, and sight-reading. Given the plethora of software programs available for those elements of musicianship, computers can be used in the private studios to enable the students to receive instruction independent of their teachers. Computers are uniquely suited for these tasks that have long been a source of boredom for teachers because of their repetitiveness. By eliminating the teaching of theory, ear training and sight-reading from the precious private teaching time, more time is available to coach in the development of technique, repertoire and performance skills.
I recently designed a new teaching system that I will be implementing
in the fall of 2003. I had a very small computer room built as
one of several entrances to my private studio. The room is large
enough for only a single student, a computer and a keyboard. A
student will be required to enter the computer room one half hour
before his/her scheduled lesson time and work on pre-determined
theory, ear training and sight-reading assignments. At the conclusion
of the computer lessons the student will bring the corrected theory
and ear training scores into the studio for my review. After making
a new theory/ear-training/sight-reading assignment for the following
week, which will be determined by the scores achieved on the current
day's assignments, I will commence with the technique and performance
portions of the lesson. A glass door connects the computer room
with my studio so that I will be able to observe activity in this
room while teaching another student. There will be a small fee
associated with the computer instruction which will help to defray
the costs of the software programs and computer upkeep. . .
Irene Peery-Fox is a professor at Brigham Young University where she teaches performance and pedagogy. Her education includes a doctorate from the Peabody Conservatory with Leon Fleisher, and bachelor and masters degrees from The Juilliard School with Irwin Freundlich and Ilona Kabos. She is a Nationally Certified Teacher of Music and an MTNA National Fellow. Her students are frequent prize-winners in international and national competitions
from Virginia Mark's article
Finding stimulating resources to enhance the study of gifted students
You have discovered a gifted child in your studio and begin to think about the challenges in working with this student. You realize you will have to look beyond the basic curriculum to keep this student actively learning and stimulated by his/her environment. There are any number of resources available in most communities for these kinds of students. Based on my experience in working with gifted young students, I would like to share with you some ideas for finding stimulating resources to enhance their piano studies.
The first resource: the parents of gifted students
The first and most obvious source will be the student's parents who can play important roles in promoting the continued growth of their child. It will not be difficult to gather their support if we think of the teaching setting as a kind of magic triangle with the student, the parent, and the teacher all involved in the process. One or both parents could attend each lesson so that they understand exactly what the assignments are and how we are working with their child. In addition, the parents can be wonderful practice supervisors at home, ensuring that lessons are carefully and musically prepared. They can and should be encouraged to be supportive in all of the child's musical activities in the most positive of ways.
Another wonderful resource is parents of other gifted students
who have experience with their own children. I think it's a good
idea to enlist the aid of such parents in "educating"
the new parents about their roles, and in sharing their experiences
with their own gifted children. This has the effect of making
the families feel as if they are not alone in helping their child
reach his or her individual potential. Taking it a step further,
we can also encourage the gifted students in our studios to get
to know each other on a social basis. The students often develop
a strong bond, sharing ideas and experiences. These students need
all kinds of support and certainly the support of peers is an
important factor. . .
Virginia Marks, Distinguished Teaching Professor and Chair of Music Performance Studies at Bowling Green State University (Ohio), is an internationally acclaimed recitalist, orchestra soloist, and chamber artist with performances across the United States & Europe. A renowned lecturer on piano pedagogy, she has presented workshops, master classes, and served as adjudicator in 40 states. Her students have been prizewinners in local, state and national competitions.
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