1. What was, What is, and What is to Come: Class Piano in the Public Schools
Benjamin Daniel
TAMUC MTNA Collegiate Chapter
Texas A&M University-Commerce
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WHAT WAS
The Periods/General Timeline
Logier
Dublin,
Ireland
1815
1860
Class Piano in
the Southern
Girls’ Schools
U.S. Office of
Education
Endorsement
1889
1900s
U.S. Leading
Manufacturer
of Pianos
Young
Student’s
PianoCourse
1918
1919
Public School
Method for
Piano
Teacher-Training
Certificates at
University of Nebraska
School of Music
1920-1921
1924-1930
Otto Miessner
Training Campaign
The Melody Way
Teacher-
Training/Piano
Pedagogy
Program at
Columbia University
Teachers College
1925
1928
Guide for Conducting
Piano Classes in the
Public Schools
Handbook for
Teaching Piano
Classes
1952
1950s-1960s
Advocacy for
Keyboard Proficiency
in Colleges and
Universities
MTNA Workshops
on Group Piano
1955
1956
First Electronic Lab
at Ball State
University
First MTNA Group
Piano Track
1972
1980s
National Group
Piano Symposium;
Seminars by
Lancaster and Hilley
Group Piano and
Piano Pedagogy
Forum (GP3)
2000
“Indifference”
“Experimentation & Development”“Artificial Prosperity”
“Current Standard”
Periods:
“The Decline”
Steps for the Young
Pianist
1919

2. RAYMOND BURROWS
 Class piano is the connection between schools and home
 General goals: develop a pleasurable attitude toward playing piano, a pleasurable attitude toward the social
aspect of music, and a desire to play for others
Raymond Burrows’ Class Piano Attainments
Reading/Sight-reading Memorization Technique Creativity/Musicianship
1
150 pieces (some by rote,
some on the blackboard,
some in a composition
notebook, the bulk in a
beginning method)
40 pieces memorized NO first-year outline of
specific scale exercises
or the related materials
Composition through
various teaching
approaches (Question &
Answer, body activities,
singing/words, other
music for inspiration)
2
Simple music on all parts
of the staff
Good habits developed
so as to maintain a
permanent repertoire
Development through
carefully planned
repertoire
Movement through use of
Dalcroze eurhythmics
3
Any major or minor key Teach policy of
discarding old pieces
only after learning new
pieces
Elements of hand
position, good posture,
beginning finger strength
Singing to develop
feeling of music in song-
like manner
4
Any common rhythms Use musical approach to
ensure permanent
memory
Realization of touches
(legato, staccato,
diminuendo, crescendo,
forte, and piano)
Theory written as taught
in conservatories through
use of melodies and
chords
5
Read one melodic line Develop “intellectual”
combination of hearing,
seeing, and touching the
music
Ear Training beginning
with recognition by sight
and sound of simple
melodies and chords
(including the three
principal chords in all
keys)
6
Read two lines placed
together contrapuntally
Transposition to all keys
7
Read one line with
homophonic chord
accomp. using the three
fundamental harmonies
Improvisation in a simple
fashion
8
Harmonization by ear
and from the printed page
9
Interpretation as a
culmination of all the
other elements
“Music in American schools is truly functioning when it results in music in American homes.”
– Raymond Burrows

3. WHAT IS
North Texas ISD’s Piano Lab Comparison
Elementary Middle School 1 Middle School 2 High School 1
Class Time 30 minute lesson before
or after school
1 hour 50 minutes 1 hour and 30 minutes,
with 10-15 minute break
Leveling Grouped within the class
at various levels
No leveling; individual
progression
Grouped within the class
at various levels
No leveling; individual
progression
Equipment 33 electronic pianos, no
teacher controller
17 electronic pianos,
teacher controller; upright
acoustic piano; keyboard
computer station (non-
functional)
21 electronic pianos,
teacher controller; upright
acoustic piano; keyboard
computer station; module
practice room
17 keyboards, teacher
controller; keyboard
computer station (non-
functional)
Method Faber Piano Adventures,
Primer and Lv. 1
Faber Piano Adventures,
Lv. 1A through Lv. 5;
Faber supplement books
Faber Piano Adventures,
Lv. 1A through Lv. 5;
Faber Accelerated Piano
Adventures; various
supplemental books
Alfred Basic Adult Piano
Course, Bks. 1-3; various
supplemental books
Technique No technical
requirements outside of
method
Chromatic scale warm-
up; major scale pattern
and Hanon No. 1 (all
keys); I-IV-I-V7-I chord
progression learned (not
required in all keys);
No technical
requirements outside of
method
No technical
requirements outside of
method
Musicianship Skills No theory, ear training,
harmonization,
improvisation,
transposition
Theory activities; no ear
training, harmonization,
improvisation,
transposition
Theory activities, music
history activities; no ear
training, harmonization,
improvisation,
transposition
Theory activities; no ear
training, harmonization,
improvisation,
transposition
Performance
Opportunities
Recitals, in-class
performance
Fall ensemble recital,
nursing home visit, spring
solo recital, Solo &
Ensemble contest, in-
class performance
Fall ensemble recital,
spring advanced players
solo recital, in-class
performance
Fall ensemble recital,
spring solo and ensemble
recital, in-class
performance
Memorization Goal for performance, but
lenient
Required for solo
performance
Required for solo
performance
Goal for performance, but
lenient
WHAT IS TO COME…