Group Piano Teaching 101

by Christopher Fisher

Educators have long acknowledged the power of teaching and learning in group
environments, and it is thrilling to see this excitement spilling over into the realm of
piano pedagogy. To be sure, when conducted properly, this type of instruction has
the potential to positively transform and strengthen our students learning
experiences. Among the many benefits of group piano instruction are the following:

Exposes students to a wide variety of repertoire

Provides limitless performance opportunities for students
Develops performance confidence and poise
Encourages the development of critical listening and problem-solving skills
Is a dynamic and motivational learning environment that can challenge students to
higher levels of preparation and commitment
Is an excellent format for teaching functional musicianship skills
Facilitates the study of ensemble literature (i.e. duets, duos, multiple piano
ensembles, etc.)
Is a prime environment for the study of piano technique
Encourages the development of a strong rhythmic sense*
This above list only scratches the surface of the many merits of studying piano in
groups. So how does one get started? For the first time group piano teacher, it is
wise to start small. I encourage teachers to select one age group or level and design
a group for these students. As such, one can focus his energy on the intricacies of
facilitating learning in one age group or level at a time. Pre-school or average-age
beginner groups are often a great place to begin. Not only is this an effective and
efficient way to begin music study, it is also tremendously motivating. Plus, it
provides an excellent way to build ones studio enrollment base.

Another excellent introductory format is the partner or dyad lesson. In this format,
each student experiences a fifteen-minute private lesson and an overlapping thirty

minute group lesson all in one hour of teaching time. In addition to the obvious
benefit of the built-in duet partner, students experience a sense of accountability to
weekly preparation and practice.

With regard to materials, I have found that most methods can be easily tailored for
use in group instruction. Here at Ohio University, we use the Piano Safari method for
our piano preparatory program. In this program offered through the Athens
Community Music School, students attend an hour lesson each week. Broad
technical and musical concepts are taught and reinforced during the group session
and are then refined in partners/dyads. Partner lessons are taught by our
undergraduate and graduate intern instructors. This exciting program offers young
beginners the joys and benefits of both large and small group instruction.

It is my hope that you will experiment with group teaching in some fashion if you
have not done so already. And if you have in the past and the results were not what
you expected, I encourage you to give it another shot and to consider ways to
enhance effectiveness. As is the case with any venture, anything worth doing is
worth the effort necessary to carry it out with success. To be sure, group piano
teaching is an investment that has the potential to pay huge dividends.**