Abstract
Learning piano is not an easy thing, moreover for young beginner learners. The teacher of course not only giving materials to students but also considering the approach given to the young beginner students. The teacher is also needed to be creative, and always developing the ability in techniques and approach to children. This study tried to discuss how to make piano lessons fun. This research method uses grounded research with a focus on theoretical studies on piano learning through the views of piano experts, including Dalcroze, Suzuki, Schulwerk, and Kodaly. After that, the data is analyzed using content analysis. The results of the study showed that by exploring the viewpoint of Dalcroze, Suzuki, Schulwerk, and Kodaly piano learning, art learning must be set pleasantly by the teacher. The role of the teacher and student must also have a good relationship because, in pleasant learning, an effective correlation between learning materials, teachers, and students is needed.DOI: doi.org/10.24071/ijiet.2019.030204
Highlights
Paul Harris and Richard Crozier said in their book The Music Teacher’sCompanion that recent research suggests that everyone is born with some embryonic kind of musical intelligence (Harris & Crozier, 2006)
The method used is the study of theory from experts in music education, namely Dalcroze, Suzuki, Orff Schulwerk, and Kodaly
The theory of experts is used because it is considered to have criteria in research related to music education that can be explored with fun learning methods implemented by researchers
Summary
Paul Harris and Richard Crozier said in their book The Music Teacher’s. Companion that recent research suggests that everyone is born with some embryonic kind of musical intelligence (Harris & Crozier, 2006). Everyone is born with the capacity to play music because intuition and musical abilities (Heru, 2016). What happen when they start to take the piano lesson. They usually will easy to getting bored and tired of having too long sit, and reluctant to practice every day. Music classes contributed to preservice educators’ preparation, but findings indicated that participants did not recognize these as actual preparation (Cassidy & Powell, 2014)
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