{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3671"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3671","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"A status and vision investigation of US university piano pedagogy programs.","abstract":"The two major research questions were: “What is the current status of 20 prominent piano pedagogy programs?” and “what is the vision of an ideal future piano pedagogy program from the perspective of 20 piano pedagogy leaders?” Subjects were the leaders of the top 20 US university piano pedagogy programs. A survey study with interview questions was used as the instrument for the study. The results showed that faculty, curriculum, and teacher training were three top factors that contributed to the quality of the programs. Most interviewed subjects held a doctoral degree in music. The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy programs, such as : (1) raising faculty's visibility in public, (2) developing a diverse curriculum and collaborating with other faculty from different divisions, (3) establishing a preparatory program, (4) offering diverse degree options, (5) developing a general pedagogy degree, and (6) educating administrators on the importance of piano pedagogy.","abstract_html":"The two major research questions were: “What is the current status of 20 prominent piano pedagogy programs?” and “what is the vision of an ideal future piano pedagogy program from the perspective of 20 piano pedagogy leaders?” Subjects were the leaders of the top 20 US university piano pedagogy programs. A survey study with interview questions was used as the instrument for the study. The results showed that faculty, curriculum, and teacher training were three top factors that contributed to the quality of the programs. Most interviewed subjects held a doctoral degree in music. The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy programs, such as : (1) raising faculty's visibility in public, (2) developing a diverse curriculum and collaborating with other faculty from different divisions, (3) establishing a preparatory program, (4) offering diverse degree options, (5) developing a general pedagogy degree, and (6) educating administrators on the importance of piano pedagogy.","abstract_has_math":false,"creators":["Fu, Hui-Ju Camille"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rohwer, Debbie Ann, 1966-","Henry, Warren H.","Banowetz, Joseph","Beckman, Bradley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05","date_published":"2007-05","updated_at":"2026-07-24T05:34:52Z","subjects":["music","teacher training","pedagogy program","curriculum","piano teaching","piano performance","Piano -- Instruction and study.","Music in universities and colleges -- United States."],"languages":["English"],"rights":["Public","Copyright","Fu, Hui-Ju Camille","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 340589919","https://digital.library.unt.edu/ark:/67531/metadc3671/","ark: ark:/67531/metadc3671"],"render_values":[{"text":"oclc: 340589919","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc3671/","href":"https://digital.library.unt.edu/ark:/67531/metadc3671/","code":true},{"text":"ark: ark:/67531/metadc3671","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc3671","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rohwer, Debbie Ann, 1966-","Henry, Warren H.","Banowetz, Joseph","Beckman, Bradley"]},{"key":"dc:creator","label":"Author","values":["Fu, Hui-Ju Camille"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["music","teacher training","pedagogy program","curriculum","piano teaching","piano performance","Piano -- Instruction and study.","Music in universities and colleges -- United States."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Fu, Hui-Ju Camille","Copyright is held by the author, unless otherwise noted. 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The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy programs, such as : (1) raising faculty's visibility in public, (2) developing a diverse curriculum and collaborating with other faculty from different divisions, (3) establishing a preparatory program, (4) offering diverse degree options, (5) developing a general pedagogy degree, and (6) educating administrators on the importance of piano pedagogy."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["A status and vision investigation of US university piano pedagogy programs."]}]}],"canonical_facts":{"dc:contributor":["Rohwer, Debbie Ann, 1966-","Henry, Warren H.","Banowetz, Joseph","Beckman, Bradley"],"dc:creator":["Fu, Hui-Ju Camille"],"dc:date":["2007-05"],"dc:description":["The two major research questions were: “What is the current status of 20 prominent piano pedagogy programs?” and “what is the vision of an ideal future piano pedagogy program from the perspective of 20 piano pedagogy leaders?” Subjects were the leaders of the top 20 US university piano pedagogy programs. A survey study with interview questions was used as the instrument for the study. The results showed that faculty, curriculum, and teacher training were three top factors that contributed to the quality of the programs. Most interviewed subjects held a doctoral degree in music. The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy programs, such as : (1) raising faculty's visibility in public, (2) developing a diverse curriculum and collaborating with other faculty from different divisions, (3) establishing a preparatory program, (4) offering diverse degree options, (5) developing a general pedagogy degree, and (6) educating administrators on the importance of piano pedagogy."],"dc:format":["Text"],"dc:identifier":["oclc: 340589919","doi: 10.12794/metadc3671","https://digital.library.unt.edu/ark:/67531/metadc3671/","ark: ark:/67531/metadc3671"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Fu, Hui-Ju Camille","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["music","teacher training","pedagogy program","curriculum","piano teaching","piano performance","Piano -- Instruction and study.","Music in universities and colleges -- United States."],"dc:title":["A status and vision investigation of US university piano pedagogy programs."],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}