PMP - Piano Method Project
A comprehensive and effective programme must consider all of the possible sectors in which the student’s skills and competence can develop, which fall into two main categories: musicianship and instrumental skills. The Music Method Project (MusMP) comprises the Piano Method Project (PMP), related to the development of instrumental skills, and the Musicianship Method Project (MMP), related to musicianship development.
While musicianship will develop slightly when studying an instrument, scientifically well-programmed musicianship development will be the primary factor for excellent instrumental improvement. As a consequence, some areas of development in PMP will be performed at the piano while others will have to be undertaken with or without the subsidiary use of a piano (see footnote n. 2).
The more the proposed activities are varied and systematically organised, the better the development of skills and competence will be. As a consequence, the contrast between different activities will stimulate the student’s interest, which will result in greater emotional involvement, a higher level of participation, and a more dynamic attitude.
Differentiation must also consider the time terms that are intrinsic to all specific Development Areas.
In PMP, the following time terms have been conceived:
Within a well-differentiated programme, the student should deal simultaneously with activities that require different time terms that derive from different areas. Short-term activities should outnumber those that are expected to take longer.
Although it is undoubtedly important for the student to simultaneously manage various activities as part of the different areas of development, any new activity should be gradually introduced.
Within PMP, Piano Development (PD) is the only area that should be constantly active: all other areas can be started according to the teacher’s discretion, in relation to the student’s aptitude, specific needs, expectations, and so forth.
In PMP, the Development Areas are (with their corresponding time terms):
Some activities will be achieved after a very short time whereas others will require longer. Moreover, after some activities have been attained, a maintenance programme will be necessary: this is true for some technical exercises, scales, and arpeggios, and some selected études and repertoire pieces, etc.
While musicianship will develop slightly when studying an instrument, scientifically well-programmed musicianship development will be the primary factor for excellent instrumental improvement. As a consequence, some areas of development in PMP will be performed at the piano while others will have to be undertaken with or without the subsidiary use of a piano (see footnote n. 2).
The more the proposed activities are varied and systematically organised, the better the development of skills and competence will be. As a consequence, the contrast between different activities will stimulate the student’s interest, which will result in greater emotional involvement, a higher level of participation, and a more dynamic attitude.
Differentiation must also consider the time terms that are intrinsic to all specific Development Areas.
In PMP, the following time terms have been conceived:
- Instant Term [IT] - from 5 seconds to 15 minutes
- Daily Term [DT] - 15 minutes to 6 hours
- Very Short Term [VST] - 1 day to 1 week
- Short Term [ST] – 2 weeks
- Medium Term [MT] – 1 month
- Long Term [LT] – 2 to 4 months
- Very Long Term [VLT] – 4 to 6 months
Within a well-differentiated programme, the student should deal simultaneously with activities that require different time terms that derive from different areas. Short-term activities should outnumber those that are expected to take longer.
Although it is undoubtedly important for the student to simultaneously manage various activities as part of the different areas of development, any new activity should be gradually introduced.
Within PMP, Piano Development (PD) is the only area that should be constantly active: all other areas can be started according to the teacher’s discretion, in relation to the student’s aptitude, specific needs, expectations, and so forth.
In PMP, the Development Areas are (with their corresponding time terms):
- Piano Development [VST]
- Sing & Play [VST]
- Note Reading2 [IT] - [VST]
- Listen & Play [IT]2 - [VST]
- Sight Reading [IT]
- Technique Exercises [ST] - [VLT]
- Scales & Arpeggios [ST] - [VLT]
- Études [MT] - [VLT]
- Quick Studies [IT]
- Piano Improvisation [IT] - [VST]
- Piano Composition [VST] - [MT]
- Solo Repertoire [MT] - [VLT]
- Piano Duet Repertoire [MT] - [VLT]
- Chamber Music Repertoire [MT] - [VLT]
Some activities will be achieved after a very short time whereas others will require longer. Moreover, after some activities have been attained, a maintenance programme will be necessary: this is true for some technical exercises, scales, and arpeggios, and some selected études and repertoire pieces, etc.