Piano Pedagogy Bibliography: Pedagogical Manuals and Other Books for Teaching

PEDAGOGICAL MANUALS AND OTHER BOOKS FOR TEACHING

Agay, Denes. Teaching Piano, Vols. 1 and 2. New York: Yorktown Music Press, 1981.
Collection of essays by Agay and other teachers, pianists, and composers, such as Joseph Banowetz, Maurice Hinson, Sylvia Rabinof, and Judith Lang Zaimont. Topics covered include technique, theory, method books, repertoire, business issues, and copyright. Detailed comparison of piano methods and repertoire with graded lists, although some information is outdated.

Baker-Jordan, Martha. Practical Piano Pedagogy. Miami: Warner Bros. Publications, 2004.
Covers parent education, studio equipment, business practices, and learning theories. Also reviews – non-critically – major piano methods. Comes with a CD of forms and policies.

Bastien, James. How to Teach Piano Successfully, 3rd ed. San Diego: Neil A. Kjos Publishers, 1988. The father of modern piano pedagogy books. Covers all aspects of piano teaching, from preschoolers through college students, with overview of piano teaching methods. Includes extensive graded repertoire lists and bibliographies. A valuable resource for any piano teacher.

Berstein, Seymour. With Your Own Two Hands: Self-Discovery Through Music. New York: Schirmer Books, 1981.
A well-regarded resource for enhancing memory and controlling nervousness. While geared more toward professional pianists, Bernstein's exercises can be adapted for students.

Bigler, Carole L., and Valery Lloyd-Watts. Studying Suzuki Piano: More Than Music. Van Nuys: Alfred Publishing Co., Inc., 1979.
An excellent resource for Suzuki piano teachers. Covers the Suzuki philosophy, parent education, and first lessons. Also includes teaching analyses of every piece in books one through seven of the Suzuki piano method. By far the best book for Suzuki piano teachers.

Burch, Gladys. Famous Pianists for Young People. New York: Dodd, Mead, and Co., 1956.
Formerly titled Famous Pianists for Boys and Girls, this book is now out of print but is available from used book stores. Begins with a short history of the piano, then goes on to famous pianists such as Clementi, both Schumanns, Chopin, and Liszt, through Rubinstein, Carreño, Paderewski, and Rachmaninoff. A wonderful resource for older students interested in the history and development of pianism.

Chaffin, Roger, Gabriela Imreh, and Mary Crawford. Practicing Perfection: Memory and Piano Performance. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
A concert pianist, cognitive psychologist, and social psychologist analyze how musicians learn and memorize music. Includes remarks from great pianists on learning and memorizing. Meant for advanced pianists, but can be adapted for all levels of students.

Clark, Frances. Questions and Answers. Edited by Louise Goss. Northfield, IL: The Instrumentalist Company, 1992.
This collection of columns from Clavier magazine by the grand dame of piano pedagogy is a treasure trove of tips. The questions are loosely grouped into related categories, and the help here – in areas such as practice techniques, repertoire, and student motivation – is invaluable.

Clough, John, and Joyce Conley. Scales, Intervals, Keys, Triads, Rhythm, and Meter: A Self-Instruction Program. New York: W.W. Norton & Company, Inc., 1983.
An excellent, self-paced theory book that can be used with high school students after they complete piano method theory books and before more complicated college-level theory.

Comeau, Gilles. An Illustrated History of Music for Young Musicians: The Middle Ages- Renaissance Period. Miami: Warner Bros. Publications, 2000.
--------------. An Illustrated History of Music for Young Musicians: The Baroque Period, rev. ed. Miami: Warner Bros. Publications, 2000.
Comeau, Gilles, and Rosemary Covert. An Illustrated History of Music for Young Musicians: The Classical Period. Miami: Warner Bros. Publications, 2000.
--------------. An Illustrated History of Music for Young Musicians: The Romantic Period. Miami: Warner Bros. Publications, 1999.
-------------. An Illustrated History of Music for Young Musicians: The Twentieth Century. Miami: Warner Bros. Publications, 2000.
All five of these books explore the time period through art, architecture, politics, science, and social movements. A wonderful introduction for junior high students and older. Each book includes a reproducible activity book.

Cooke, James Francis. Great Pianists on Piano Playing. Mineola, NY: Dover Publications, Inc., 1999.
First published in 1913, this collection dispenses advice from the likes of Rachmaninoff and Paderewski. Especially valuable for the essay on how to learn a new piece of music.

Duke, Robert A. Intelligent Music Teaching: Essays on the Core Principles of Effective Instruction. Austin: Learning and Behavior Resources, 2005.
Insightful essays on how to teach music, with the encouragement that lessons should be planned in detail. Analyzes why certain traditional aspects of music are taught and applies that knowledge to how the instructor teaches.

Enoch, Yvonne, and James Lyke. Creative Piano Teaching, 2nd ed. Champaign, IL: Stipes Publishing Company, 1987. Densely-packed pedagogy manual. The most useful sections are the bibliographies and suggested works, as well as a chapter on teaching group piano in the community college.

Fink, Seymour. Mastering Piano Technique: A Guide for Students, Teachers, and Performers. Portland, OR: Amadeus Press, 1992.
An excellent detailed guide to teaching students the basics of the piano. Includes drawings of the body at the piano: sitting, reaching high notes, and pedaling. The chapters on wrist movement, use of the thumb, and lateral movements are especially helpful.

Friedberg, Ruth C. The Complete Pianist: Body, Mind, Synthesis. Lanham, MD: Scarecrow Press, 1993.
While this book speaks mostly to advanced pianists, the advice can be adapted for students, and the extensive bibliographies are useful for all pianists, including teachers.

Hilley, Martha, and Lynn Freeman Olson. Piano for the Developing Musician, 6th ed. Belmont, CA: Schirmer/Thomson Learning, 2006.
Textbook for music major piano proficiency classes. Each chapter divided into segments for repertoire, technique, reading, theory, harmonization, transposition, and improvisation. Online tutorials available for students, and MIDI disks for instructors can be purchased separately.

Kataoka, Haruko. Thoughts on the Suzuki Piano School. Translated by Kyoko Selden. Miami: Summy-Birchard Music, 1985.
Haruko Kataoka was a pianist who trained with Shinichi Suzuki and helped developed the Suzuki method for piano. This booklet gives a short history of her involvement with the method and then, importantly, her suggestions for teaching "Twinkle," the remainder of Book 1, and beginning Book 2.

Mark, Thomas. What Every Pianist Needs to Know about the Body. Chicago: GIA Publications, 2003.
Uses the principles of "body mapping" and Alexander technique to promote healthy performing. Extensive illustrations that can aid teachers in instructing students on proper posture and hand position.

Newsam, David R. and Barbara Sprague Newsam. Making Money Teaching Music. Cincinnati: Writer's Digest Books, 1995.
Comprehensive guide to the business side of music teaching. Not focused exclusively on piano teaching, but includes practical tips on setting up a studio, advertising, and keeping yourself safe as you run your business. The most in-depth book available for the independent music teacher.

Richards, Cynthia V. How to Get Your Child to Practice. Provo: Advance Publications, 1985.
Excellent suggestions for what parents can do to help their children get over the practice slump, as well as showing parents how to make good, concentrated practice possible in their home. An essential part of parent education before lessons even begin, and useful again as lessons continue.

Suzuki, Shinichi. How to Teach Suzuki Piano. Miami: Summy-Birchard, Inc., 1993.
A booklet that outlines the basics of the Suzuki method as it applies to piano lessons. An authoritative source on teaching the "Twinkle" variations and beyond.

Suzuki, Shinichi. Nutured by Love: The Classic Approach to Talent Education. Translated by Waltraud Suzuki. Van Nuys: Alfred Publishing Co., Inc., 1986.
Not a manual for the Suzuki method, but instead a philosophical treatise on Suzuki's method of "Talent Education" and the reasoning behind it. Suzuki teachers will not necessarily learn how to teach from this book, but they must read it to understand why they are teaching the way they are. The first book Suzuki teachers and parents of students should read before embarking on the Suzuki method.

Taylor, Livingston. Stage Performance. New York: Pocket Books, 2000.
Based on the classes the author (James Taylor's brother) teaches at the Berklee College of Music. Unlike more complex, psychologically-based books such as Barbara Schneiderman's Confident Music Performance, this book offers very practical ideas on performing that can be used by teachers of students at any level in any genre.

Uszler, Marienne, Stewart Gordon, and Scott McBride Smith. The Well-Tempered Keyboard Teacher, 2nd ed.. New York: Schirmer Books, 2000.
Pedagogy manual filled with information, including overview of teaching materials, business practices, excellent bibliographies, and a historical overview of keyboard pedagogy.

Wilson, Frank R. Mind, Muscle, and Music. Elkhart, IN: Selmer Co., 1991.
An essay on the neurological processes in music playing. A good look at the subject from the perspective of a physician who is also an amateur musician.

Wilson, Frank R. Tone Deaf and All Thumbs? New York: Viking, 1986.
Subtitled "An invitation to music-making for late bloomers and non-prodigies," this book encourages students beyond childhood to embrace piano playing. Addresses physical and mental preparation as well as the special emotional needs of older students. A valuable encouragement to adult students.

Yurko, Michiko. Music Mind Games. Van Nuys: Alfred Publishing Co., Inc., 1997.
Even though this book of theory and note-reading games is based on the Suzuki method, all teachers could use it to implement a complete theory program while using other music. The activities require that teachers make or purchase some basic manipulatives. The work in this book with note reading and rhythm will insure that students become secure readers. While the activities are all used for groups, many can be used as is for single students or easily adapted.