Student–First Piano Pedagogy: Best Practices for Creating Dynamic Relational Connections in the Piano Studio

Abstract

The topic of student–teacher relational connection has been prominent in the general education classroom and recurring throughout pedagogical anecdotes. In this document, the phrase relational connection in the context of the private piano lesson is defined as an authentic exchange between teacher and student in which the teacher explicitly and implicitly expresses and the student experiences that he or she is valued, accepted, and empowered as an individual and musician; also a professional interchange in which the exchange of ideas, sharing of stories, development of skills, and building of trust takes place. Research on human connection, learning theories, child development, and neuroscience indicate that the student–teacher relationship is essential to both human existence and the learning process. The aim of this document is to explore related literature to the topic, reveal the need to codify the interpersonal aspect of teaching, develop practical strategies to create dynamic relational connections with students, and conclude with recommendations and suggestions for further study. The phrase “Student–First” is built upon the philosophies of pedagogical giant, Frances Clark; this philosophy, combined with current research on human connection, is the basis for creating dynamic student–teacher relational connections in the piano lesson. The strategies provided in this document include twelve characteristics for relationally savvy piano teachers and eight specific opportunities to connect with students within the context of the private lesson.