The application of selected approaches in relation to the elements tone, touch and relaxation in the teaching of piano technique : three case studies

Abstract

This investigation into the teaching of the piano technique elements of tone, touch and relaxation, using the approaches of three theorists with pre-tertiary students, evaluates the effectiveness of each approach in the teaching of these elements. The piano technique principles of Tobias Matthay, James Ching and J{u00F3}zsef G{u00E1}t were applied to selected Classic and Romantic era repertoire in a six-week teaching program implemented by the author, seeking to overcome areas of difficulty in relation to tone, touch and relaxation encountered by the students within the repertoire.

Each student completed a specially-designed pre-study assessment, which required the student to play two pieces they had chosen, one each from the Classic and Romantic eras. The areas assessed within the repertoire were in relation to tone, touch and relaxation, and this assessment was administered by a panel of three independent examiners experienced in piano teaching and performing. After the pre-study assessment had taken place, the students were each assigned, at random, to learn the approach of one piano technique theorist for their two selected pieces, in six weeks of teaching.

At the completion of the teaching program, the students were again assessed by the same panel of examiners. This post-study assessment took place in order to ascertain any discernable changes in relation to tone, touch and relaxation in the students' playing of the same repertoire, after learning the approach of their assigned theorist. Results from the two assessments were compared, the author's personal observations during the teaching process and the students' feedback of the learning process were analysed to determine the effectiveness of each theorist's approach to piano technique.

The conclusions of this study enhance the understanding of the merits of each approach, and their application to pre-tertiary students of different standards and learning needs.