Szopinski, Sarah2016-08-082016-08-082016-08-01http://hdl.handle.net/2097/32865Prominent elementary music methods like Orff-Schulwerk, Kodaly, Suzuki, Music Learning Theory, and Dalcroze Eurhythmics share a belief in a sound-before-symbol approach: delaying notation instruction in order to first develop audiation, musical vocabularies, and concrete musical experiences. Unfortunately, piano pedagogy has not taken the same journey, with method books continuing to center on reading from the earliest. While piano pedagogy has made great strides as a professional music community, now it must adopt the same sound-before symbol approach of its general music colleagues, making room for experiential and creative activities as a core component of instruction. Through the integration of movement, exploration, and improvisation activities like the included examples, teachers can move beyond strict adherence to the method book, and change their focus from notational literacy to authentic musicianship.en-US© the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).http://rightsstatements.org/vocab/InC/1.0/Orff-SchulwerkPiano pedagogyReport