Page 5: The Editor’s Page
Elvina Pearce
Page 6: Teacher/Student/Parent
What goals do you have for your piano study?
Barbara Kreader and Students
Page 10: Home Practice
What do teachers have to say about their students’ lessons and practice?
Elvina Pearce with Teachers from Illinois, Iowa, Michigan, Minnesota, Ohio, South Dakota, and Australia
Page 14: Music Reading
Why do you prefer a “Grand Staff” rather than an “Off-Staff” approach to beginning reading?
Craig Sale with Carole Flatau, Sophia Gilmson, and Regina Syrkin
Page 18: Technique
How do you supplement method book technique?
Scott McBride Smith with Judy Baker, Shearon Smith Horton, and Christine Kefferstan
Page 22: Rhythm
How do you teach dance rhythms to early level students?
Bruce Berr with Belinda Green and Kathleen Ann Theisen
Page 28: Perspectives in Pedagogy
What are the benefits of developing and updating your philosophy of teaching?
Kathleen Murray
Page 32: Adult Piano Study
What do you do when an adult’s self-criticism prevents normal progress?
Brenda Dillon with Judith Alstadter, Mercy Hwong, and R. Nicholas Tobin
Page 36: Repertoire
What makes a piece too hard for a student?
Marvin Blickenstaff with Sylvia Coats, Melissa Falb, Karen Bauman Schlabaugh, and Benjamin Whitten
Page 40: Technology
What is a “CD Burner” and why does my studio need one?
Sandra Bowen with Kelly Demoline
Page 43: Keyboard Companion Tech Tips
Sandra Bowen
Page 44: News and Views
How do you keep your students and their parents apprised of the benefits of music study?
Helen Smith Tarchalski with Michael Bates, Suzanne Guy, and Tom Stampfli
