The piano pedagogy scenes in India and the Philippines: An introductory cross-cultural comparison

Categorized as developing nations, India and the Philippines are not generally known as centers for piano study. There has been little research investigating the traditions of piano education in these nations. In this study, I examined a number of issues related to piano pedagogy in each country. Data were collected from teachers in India ( n = 45) and the Philippines ( n = 28), who completed a 29-item questionnaire. Additionally, three instructors from India and one instructor from the Philippines were interviewed to gain further insight. A summary and comparison of the availability of piano instruction for pre-college students were outlined and opportunities for teacher support and professional development were explored. I looked at the current professional practices, the types of pedagogical methodologies and materials used in each country, the quality and types of pianos and keyboard instruments available, as well as the practice expectations and environments of students. How each country’s system of piano education adopts Western influence and observes their respective traditions is also presented. It is hoped that this research will lead to more in-depth investigation about these countries’ teaching practices and provide additional perspectives for pedagogues around the world.

The Effect of Piano Playing on Preservice Teachers’ Ability to Detect Errors in a Choral Score

The purpose of this study was to examine and empirically test the pedagogical claim that playing the piano while listening to choral singers impedes error detection ability. In a within-subjects design, participants ( N = 55 preservice teachers) either listened to four excerpts of choral hymns or played a single part (soprano/bass) on the piano while listening. They were asked to locate the errors that occurred in these excerpts. Each excerpt contained a pitch and a rhythm error, in the soprano and bass voice parts. Results of an analysis of covariance (with years of piano study as the covariate) indicated significant main effects for condition and voicing. There were more errors detected in the soprano voicing than in the bass voicing, and more errors detected in the listen condition than in the playing condition. Implications for music teacher education are discussed, including adding practice in error detection activities to methods and conducting courses.