The Theoretical Basis of the Primary Piano Teaching Method

Abstract

          This article explores the theoretical basis of primary piano teaching methods, focusing on the innovative contributions of Émile Jaques-Dalcroze, a Swiss composer and music educator. Dalcroze identified limitations in traditional music education, where theoretical knowledge and technical exercises were often disconnected from artistic expression. His approach integrates body movement, rhythm, and sensory experiences, emphasizing the importance of "inner hearing" and improvisation to enhance musical understanding and creativity. The article also examines common challenges in contemporary piano education, including unscientific learning concepts, uneven teacher quality, monotonous content, and rigid methods. By applying Dalcroze’s ideas, particularly his emphasis on rhythmic movement and emotional expression, piano education can be made more effective and engaging for young learners, addressing these challenges and fostering a deeper connection to music.