Abstract:
Students enter university performance courses with diverse pre-tertiary tuition. Some have had the benefit of highly skilled teachers, while others have had little opportunity to gain knowledge about basic elements of technique and body use. In the highly competitive tertiary environment there is insufficient time to correct the faulty movement patterns which can cause pain and injury and even less agreement among teachers about what constitutes a balanced technique. Aim To establish a common ground of technical understanding among teachers with varied training backgrounds in order to reduce the risk of injury in tertiary piano performance students. Method The various movements involved in piano playing at every level were analysed and broken down into a series of simple exercises which focused on a coordinated use of hands, fingers and arms. These were taught in a class situation to all piano performance students and assessed as part of their coursework. Each exercise was described and shown on video and the individual piano teachers were instructed in their delivery. Results Although there has been no formal data collection, performance-related injury has reduced markedly in the five years since the introduction of these exercises. Not only do the exercises provide awareness of healthy movement patterns, but they also provide a common ground for class discussion for students and teachers from diverse musical backgrounds. An illustrated digital electronic book has now been produced showing the exercises on video with examples of how they are relevant to repertoire of all levels. Conclusion The implementation of a specific coordinated piano pedagogy has resulted in healthier performance practice in tertiary piano students.