This is the preliminary presentation for my dissertation defense. There are entirely too many slides and I will need to 'weed' out the unnecessary files.

1. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions/Resources, Reflections, and Suggestions for the Future Melissa M. Slawsky, Ph.D. Candidate Center for Music Education Research, University of South Florida

2. Introduction Standard teacher-training program- -Educational coursework -Observations of experienced teachers -Fieldwork experience/internships -Supervised student teaching -Mentored when entering the field Induction- 1-3 year years -sensitive and impressionable period -much research exists

3. Piano Teacher Training A very different framework- -Master-apprentice model -Years of private study -Piano Pedagogy Coursework -Limited support when transitioning to the teaching role

15. Participants

16. Synthesizing the Data -Transcripts coded using Nvivo9 as an indexing software (selected passages could be ‘dragged and dropped’ into designated categories. No shorthand notation was necessary) - Resulted in 27 pages of codes, 1240 individual codes, reduced to 11 major themes with corresponding sub-themes

17. 11 Major Themes

18. 11 Major Themes

19. 11 Major Themes

21. Preparation for the teaching role *Average of 10 yrs. of applied music lessons, begun between 4 and 10 years of age.

23. Theme II: Learning by Doing (Experiential Learning) “ I really think [I learned to teach] through experience, you know, just doing it over and over and over… My undergraduate professor used to call performing “diving.” You just have to dive in. I think teaching is very similar. You just go with it and see what happens, and you just have to learn how to respond to things on the spot all the time, and learn through difficult situations and all that stuff…” (Lilly Crumb) Learning on one’s own: “ I had taught myself how to teach” (Susan Liszt). “… Picking it up on my own and learning as I go” (Thomas Chang).

27. Theme IV: Other aspects of teaching style

35. Answers pertaining to research questions: 1. How do piano teachers make the transition from student to teacher?

39. Answers pertaining to research questions: 1. How do piano teachers make the transition from student to teacher?

40. Answers pertaining to research questions: 1a. What challenges do they face when making this transition?

41. Answers pertaining to research questions: 1b. What resources do they find when making this transition?

42. Answers pertaining to research questions: 1c. What learning experiences (formal and informal) helped prepare them?

43. Answers pertaining to research questions: 1d. What professional activities (if applicable) served as support in the field?

44. Answers pertaining to research questions: 2. What current challenges do piano teachers face?

45. Answers pertaining to research questions: 2a. What solutions and/or resources do they find to overcome current challenges?

46. Answers pertaining to research questions: 3. What do piano teachers suggest for the future of piano pedagogy and the piano curriculum in general?

47. Summary The iron plate or harp of the piano is utilized to display a summary of research findings. -Known as the “backbone” of the piano, it must provide the rigidity to keep the framework together, -However, it must remain pliant enough so the framework does not crack and can endure through changing conditions.