Group Piano Teaching

Specialist Program

MTNA Group Teaching Specialist Program

Overview
The MTNA Teaching Specialist Program provides music teachers an opportunity to obtain a
designation as a teaching specialist in the area of Group Piano. The Specialist designation
demonstrates to the public, employers and peers that a teacher has devoted special attention to a
particular teaching approach and has demonstrated specific understanding of the teaching approach to
obtain the designation. Upon completion of requirements, applicants are granted the designation
MTNA Group Piano Teaching Specialist. Once the designation has been achieved, no renewal is
required to maintain the designation.
The MTNA Specialist designation is granted without bias, discrimination, or favoritism between
MTNA members and/or non-members or any other arbitrary differentiation. The program is
objectively administered in a uniform manner to ensure fairness, accuracy, validity and integrity.

Instructions For Submission Of The Group Piano Teaching Specialist Projects

Once your application has been received and processed, you will receive an e-mail containing a
link to a webpage that will allow you to upload all materials.
Projects #1, #2 and #4 must be submitted as one document. Files may be Word (.doc or .docx), or
.pdf. File name should be your name (i.e. JaneDoe.doc).
Videos will be submitted according to the directions below, as well as under Project #3.
Collaboration with colleagues is encouraged; however, all the materials prepared and submitted as
a part of your Teacher Specialist submission must be yours and yours alone. If a submission is
identical to that of another candidate, both candidates may be subject to disqualification from the
Teacher Specialist process.

Submission of Videos
Digital video files must be in one of the following formats: .mp4, .flv, .wmv and also will be
uploaded. Please follow the directions detailed in Project #3 when preparing files.
Due to size of the video files, uploading can take several minutes depending upon your particular
computer settings, Internet connection and the like. Please be patient during this process.

Evaluation Process
Evaluation and review of the applicants projects or documentation will be conducted by experts in
the field who have achieved the MTNA Group Piano Teaching Specialist designation in their specific
area.
Three evaluators will review each applicants materials and reach consensus regarding the outcome of
the application. The evaluators will refer to the MTNA Group Piano Specialist Program Evaluator
Checklist when evaluating materials and use a 4 point Likert Scale (4=strongly agree, 3=agree,
2=disagree, 1=strongly disagree) to assess each element.

Summary of Projects
for the
MTNA Group Piano Teaching Specialist Program
1. Teaching Philosophy. Discuss your teaching philosophy of group piano teaching.
2. Lesson Planning. Develop two lesson plans for two group lessons that represent contrasting
teaching settings.
3. Demonstration of Teaching. Submit two teaching videos, each 10 minutes in length, that
correspond with the lesson plans from item #2.
4. Understanding the Group Setting. For each of the following categories, 1) Planning, 2)
Classroom Management and 3) Motivation, describe solutions you have found to be most
effective or solutions you might suggest. Specific scenarios are included below in Section 4 of the
Projects.

Projects for the

MTNA Group Piano Teaching Specialist Program
1. Teaching Philosophy. Discuss your teaching philosophy of group piano teaching and include the
following topics in your discussion:
advantages and disadvantages of group piano instruction
criteria for grouping students
applications of learning theory as it relates to the group you are teaching
examples of group dynamics in your teaching setting
considerations for selecting and planning curricula in a group setting
Focus on group teaching of children and/or adults depending on your teaching experience. (500
word maximum)
2. Lesson Planning. Develop two lesson plans for two group lessons that represent contrasting
teaching settings.
Format: For each lesson plan, write a detailed narrative (complete sentences) describing your
lesson goals and your expectations for student involvement. Conclude each plan with bullet points
that summarize the lesson.
Content: Include objectives and a presentation of concepts and materials that encourages musical
growth and development. The following list may serve as a guide:
A list of materials and teaching aids you will use with each lesson plan
Suggested teaching strategies for each concept/activity that illustrate:
o A variety of learning styles
o Appropriate activities to facilitate group problem solving and cooperative learning
o Appropriate teaching aids and/or use of keyboard laboratory
A practice assignment for daily practice

Selection of Classes: The following are suggested as contrasting teaching settings from which to
choose two contrasting ages/levels.
Classes for Children
o An elementary class for children after three or four class sessions
o An elementary class for children after 4 months of class sessions
o An elementary class for children after 12 months of class sessions
o An elementary class for children after 18 months of class sessions
o Any intermediate level class for pre-college students
Classes for Adults
o Any section of class piano for the non-keyboard music major (may choose up to three
different levels, for example Level 1, 2, 3, or 4)
o Any section of class piano for the non-music major (may choose up to two different
levels)
o Any section of class piano for the adult/hobby student (may choose up to two different
levels)
3. Teaching Demonstration. Submit two teaching videos, each 10 minutes in length, that
correspond with the lesson plans from item #2. In addition, select one of the teaching videos and
submit a self-evaluation with the video.
It is recommended that you record the class and complete the self-evaluation several times
before you video record the class for this project. In order to include both teacher and
student participation on the video, a camera operator should be utilized. After recording
the entire class, select a 10-minute segment that demonstrates your best group teaching.
If you do not own a video recording device in good working order, we recommend that
you contact colleagues or the families of your students to borrow one for this project.
Digital video files must be one of the following file formats: .mp4, .flv, .wmv. Only these
formats are acceptable.
All students or their parent/guardian must sign the Authorization and Release form to
submit with this project.
4. Understanding the Group Setting. Select two scenarios from each of the following categories
and describe solutions you have found to be most effective or solutions you might suggest.
Planning:
a. A flu epidemic has hit your town and only one-third of the students come to class. How do
you handle the situation? Do you proceed as planned? Do you alter your lesson plans? If
so, how do you alter the plan?
b. The headphones of the keyboard laboratory have developed an unbearable static and
prevent you from doing any group/pair/or individual work on headsets. How do you alter a
plan in which you had planned to work on small group ensembles and have students quiz
each other in pairs in preparation for the test?
c. Learning rates vary among students. How do you accommodate slower learners in a class
while not losing the focus and attention of the quicker learners?
d. While a MIDI accompaniment is an effective teaching tool, you realize that one student is
learning all pieces by ear as you play the MIDI accompaniment rather than reading
intervals and notes. How do you incorporate the benefits of the MIDI accompaniment but
encourage the student to learn to read music?
e. You begin incorporating some improvisation activities into your curriculum. Within the
first few weeks, you realize that one students anxiety over it is extreme to the point of
tears. What can you do in planning your next class to help this student see it in a more
positive light?

f. As you consider assigning students to specific groups, what criteria do you use to form
appropriate groups?
Classroom Management:
a. Some students are quiet and would rather not speak up in class. They avoid eye contact
and let the more vocal students speak and answer questions. How do you ensure that all
students are involved and participating in class?
b. One student is particularly vocal and disruptive in class. How do you keep this student
from dominating the class environment?
c. When analyzing a piece of music, what teaching techniques would you use to employ
cooperative learning among the class?
d. Students play while you are talking, but it is not always the same students. How do you
control this?
e. To complete an in-class assignment, you divide the class into small groups. While most of
the groups are working in a productive manner, you notice one student not participating or
interacting. How can you change the group dynamics to encourage this students
participation in the activity?
f. When participating in games and away from the keyboard activities in class, one student
has attention issues. He/she walks around the room, picks up items, and doesnt follow
directions. What classroom management principles would be appropriate to help the
student focus?
Motivation:
a. As a motivational tool, you give students the opportunity to add stickers to a chart as they
demonstrate various skills. One child receives no parental support or encouragement
during the week and consistently comes to class unprepared. After six weeks of classes,
this child still has no stickers by his name. How do you handle the situation?
b. One student comes to class regularly having worked ahead in the method book. Moving
the student to another class is not an option. How do you keep the student motivated as
you try to maintain a consistent pace of new concepts within the class?
c. One student is very critical of the other students performances in class. How do you
create a positive atmosphere while still giving this student an opportunity to voice his
ideas?
d. Aside from pop quizzes or assigned performances for a grade, how do you motivate your
college music major classes to spend time in the practice room? Are you frustrated when
they use the class room as the practice room?
e. One student seems to enjoy the games and away from the keyboard activities in class,
but always complains about the music being introduced. What are some ways to increase
this childs interest in studying and performing the repertoire?
f. You notice that one student misses class on a fairly frequent basis. When the student is
present, he/she doesnt seem engaged in class activities. You begin to doubt whether the
student will continue with the class now that so much work has been missed. What would
you do to renew the students interest?

Group Piano Teaching: Self-Evaluation Form

Choose one of the two Group teaching videos you are submitting and complete this self-evaluation to
the best of your abilities. Sometimes we learn the most from watching ourselves!
Your Name________________________________ Class Name/Level_______________________
Date of Class________________________ Average Age of Students in Class_________________

1. In your opinion, what was the most successful part of the video excerpt? Why?
2. In your opinion, what was the least successful part of the video excerpt? Why?
3. Name one thing you would change if you could re-do this lesson or class. How would you do it
differently?
4. Did the students leave the class understanding a new concept or skill? If yes, what was that skill
and what did the students demonstrate in the lesson that made you know they got it?
5. Did the students leave the class knowing what to practice and how to practice? Support your
response in a few short sentences.
6. Estimate how many minutes of the ten-minute excerpt the students were engaged in music
making (for example, playing the piano, singing, clapping, tapping and so forth)____________
7. Estimate how many minutes you spent talking and giving directions_____________
8. Describe your thoughts on the balance that should occur between teacher talk and student
participation. Do you feel this teaching excerpt is an adequate reflection of your response? Why
or why not?
9. Even though there are only (approximately) 10 minutes shown in this excerpt, rate (on a scale of
110 with 1 being exactly and 10 being not at all) how well you followed your lesson plan
for the entire length of the class_____________. If you deviated from your original plan, describe
in a few short sentences why you felt this was the best option.
10. Briefly comment on each item included in the lesson plan that was executed during the class
even if it was not shown in the excerpt. (Use the back of this page and/or an additional page if
necessary).
11. Please feel free to write any additional comments you would like to share about the submitted
video.

Group Piano Teaching Specialist Program

Evaluator Checklist
Teachers who complete the four projects for the Group Piano Teaching Specialist Program will be
evaluated with these criteria:
1. They articulated their understanding of group teaching by addressing the following items in
their written Teaching Philosophy:
advantages and disadvantages of group piano instruction
criteria for grouping students
applications of learning theory as it relates to the group you are teaching
examples of group dynamics in your teaching setting
considerations for selecting and planning curricula in a group setting
2. They submitted lesson plans that reflected their understanding of the following:
Ability to define appropriate objectives for the age and level of students in the group
Ability to organize concepts and activities
Knowledge of appropriate readiness for the age and level of students in the group
Selection of appropriate materials for the age and level of students in the group
Create a balance between a review of pieces/concepts and new pieces/concepts for each
lesson plan
Include appropriate activities to facilitate group problem solving and cooperative learning
Include a variety of activities and teaching aids to accommodate visual learners, aural
learners, and kinesthetic learners
Include activities to allow for different levels of skill development in the group
Plan effective uses of the keyboard laboratory
3. They demonstrated their understanding of the following in their two teaching videos:
Serves as an effective facilitator of group problem solving and cooperative learning
Engages student attention of the entire group throughout the lesson
Motivates the group
Uses a variety of activities and teaching aids to accommodate different learning styles,
learning rates, and playing levels within the group
Presents information in a clear, efficient, understandable manner
Avoids too much teacher talk
Exhibits enthusiasm and speaks confidently
Monitors body language and adjusts the pace of the class to sustain interest
Uses language that honestly assesses student progress without being patronizing, belittling
or demeaning
Creates a positive atmosphere
Uses the keyboard laboratory in an effective manner
4. They provided effective and creative solutions to the scenarios they chose in these areas:
Planning
Classroom Management
Motivation
Scenarios can be found Section 4 of the Group Specialist Projects.