Forty-eight interviews conducted during the 1980s and '90s, first published in the Piano journal.

This work includes summaries and excerpts from the works of C.P.E. Bach, Bartok, Beethoven, Brahms, Hummel and Debussy.

Bringing together the unique perspectives of some of the top pianists and pedagogues, along with physicians specializing in the treatment and rehabilitation of performance-related injuries, this text is truly unparalleled. The collection covers such topics as developing an advanced technique, myofasical pain and its treatment, benefits of fitness, performance anxiety, a child's first lessons, mechanics of the piano, and musicality. The best of the twentieth-century thinking on the subject, including references to the works of Matthay, Schultz, Ortmann, Whiteside, and others, is also organized and presented in accessible manner. These broad based subjects are included in one of five sections: Mechanical Technical, Musical, Healthful; Mind and Body, and Pedagogical, and include goals and exercises clearly articulated in a concise manner. Although written by and intended for pianists, the universal concepts of wellness and musicality are equally insightful for all musicians.

So many of the great pianists and teachers have come out of Poland and Russia (Rubinstein, Anton as well as Arthur, Leschetizky, Paderewski, the Lhevinnes, Gilels, Richter, and others), yet we know little about their methods of learning and teaching. George Kochevitsky in The Art of Piano Playing supplies some important sources of information previously unavailable in the United States. From these sources, tempered by this own thinking, Kochevitsky formulated a scientific approach that can solve most problems of piano playing and teaching. George Kochevitsky graduated in 1930 from Leningrad Conservatory and did post-graduate work at Moscow Conservatory. After coming to the U.S., he taught privately in New York City, gave a number of lectures, and wrote for various music periodicals.

An insight into the views on technique and interpretation of several of the twentieth century's greatest Russian teachers and performers.

The story of piano pedagogy in 19th century Europe has yet to be fully told, although it is of immediate relevance for current music education. Europe at that time was the hub of unparalleled critical scholarly discourse, which deliberated on theories of piano pedagogy and the merits of pedagogical music. Impressively, this discourse was shaped by a wide diversity of contributors who included that period’s leading composers like Clementi, Czerny, Beethoven, and Schumann, as well as performers, pedagogues, and music critics, while even addressing parents and young piano students. Offering a unique glimpse into the rich primary sources of such interdisciplinary historical dialogue and musical works, Paradigm War: Lessons Learned from 19th Century Piano Pedagogy presents this story from a synoptic multidimensional viewpoint, integrating developmental-musical, as well as psychological-educational and aesthetic, perspectives. Thus, this book provides an intellectual map for critically evaluating these authentic early contributions to the field in terms of the two conflicting methodological paradigms that governed piano pedagogy of the time – mechanism and holism – which had emerged, respectively, from Enlightenment and Romantic philosophies. The paradigm war reached its climax and resolution in Robert Schumann’s works that, following Jean Paul Richter’s ideas on aesthetics and education, offered a methodological modification transcending both paradigms. Schumann’s innovative music for the young and his revolutionary pedagogical ideas—mostly ignored in the literature—are proposed here as the foundation for liberal and artistic piano pedagogy for our time, inspiring music teachers and piano pedagogues to partake in research that combines music, pedagogy, aesthetics, and education.

Piano Lessons with Claudio Arrau provides an insider's view of the art of piano performance as exemplified by one of the great artists of the twentieth century. Chilean pianist Claudio Arrau devoted his life to the piano and its music. As a child prodigy, he gained national recognition from government officials in Chile, including President Pedro Montt, who funded Arrau's education in Germany. Arrau studied in Berlin with Martin Krause, a pupil of Franz Liszt, and later immigrated to New York City where he taught and mentored a sizeable group of pupils while at the same time managing an international performing career. Arrau's profound musical insight and unique style of teaching inspired his pupils and motivated them to teach his principles to the next generation of students. This in-depth study of Arrau's principles and philosophy of technique and performance draws on information from published interviews with Arrau, from numerous interviews with Arrau's pupils, and from the author's experience in studying piano with two of them. Transcripts of actual lessons given by Arrau and preserved on tape present in his own words a detailed account of his technical and interpretive ideas about five major works of the piano repertory. References to over one hundred examples from Arrau's filmed recordings enable readers to observe the elements of Arrau's famed technique in action.

Using factors extrapolated from historical and social science literatures to frame the observations of twenty current U.S. piano teachers, A Portrait of Contemporary U.S. Teachers of Piano: A Musical Journey explores the contemporary U.S. piano teacher through a social science lens. Drawing on many interviewees' experiences with teaching piano, Barbara Stolz argues that each teacher is an artist and a pedagogue, teaching approaches are eclectic and pragmatic, and knowing each student is paramount.