Bloom's Taxonomy and Piano Teaching

What is Bloom's Taxonomy?

Bloom's taxonomy is a set of 3 hierarchical models used for classification of educational learning objectives into levels of complexity.

The 3 models cover the learning objectives into domains such as

1 - Cognitive Domain (Knowledge Based)

2 - Affective Domain (Emotion Based)

3 - Psychomotor domain (Action Based)

The Cognitive Domain has been the primary focus of Academic Education, and is frequently used to structure curriculum Learning Objectives, Assessments and Activities.

Congnitive Domain and Piano Teaching

For the Piano (and Instrumental Teaching), while all three domain models come into play, the Cognitive Domain forms the bed-rock upon which the other two Domains can spring out of.

So for the sake of simplicity, I am focusing on the Cognitive Domain as a way to deepen the Teaching and Learning Process.

The Levels

Each new Level Builds on the Previous Level.

I have given just a few examples of Questions that may be asked in each level

1 - REMEMBER

This level is where the student Identifies/Remembers the following

- Note Names

- Time Values

- Finger Numbers

- Articulation Marks

- Dynamic Marks

- Other Signs and Symbols presented on the Score

2 - UNDERSTAND

Here the Student is asked to extract meaning, such as

- Tell me which Chord do these 3 notes form?

- Identify which Chord are Tonic, Dominant and Sub-Dominant (and others)

- Looking at the Key Signature and Accidentals and the Starting/Ending Chord, what is the Key of the Piece?

- Looking at the Patterns on the Score, what is the Form of the Piece?

3 - APPLY

- If the Form of the Piece is A-A1, what has changed between the sections?

- What are the Cadences used in the Phrase/Section Endings?

- What are the Modulations?

- Is the Second Phrase a Response or a Development or a Variation to the Preceding Phrase?

- Are two Sounding Phrases that are next to each other Imitation, Repetition or Sequence?

4 - ANALYZE

- How do the Cadences between one Section Ending and another Section Ending compare?

- Do the Variations have more/less/different kinds of Passing Notes?

- Is there an even-ness to the Phrase Lengths in the Section/Piece?

- Do the Number of Phrases between one Phrase and the next change?

5 - EVALUATE

- Does the Inversion used in the Perfect Cadence in One Section Ending differ from the Same Cadence at another Ending? How would that make you Interpret?

- What interpretative Choice are you making to play a REPEAT?

- When a Phrase is an ANSWER to a preceding Phrase, how does that make you perform those Phrases?

- If a piece was written for a Harpsichord, how does that knowledge make you perform on the modern Piano? what would your practice strategies be?

- When you practice your Interpretation, is it going close to the sound you want it to be?

- Does knowing about the Composer History and the Socio-Economic Conditions he lived in make you choose a certain Interpretation?

- If you have to perform at an exam Venue which has a Piano with heavy keys, how would you practice at home in preparation for the Exam?

- If you have to perform first at a recital and you don't have access to a practice Piano, how would you practice at home?

6 - CREATE

- Play a learnt Piece in a Different Style

- Play a learnt Piece in a Different Tonality

- Study a Piece and make another Piece in Same Style

- Make a Duet Accompaniment to a Learnt Piece

- Transpose a piece into different Keys

- Transpose a piece into different Keys

- Re-arrange a Piece

- Re-arrange a Piece using Same harmonic Structure

- Create a different Response to a Specific Call

How Piano Teaching Can Be Improved

Ae major short-coming I observe of current Piano Instruction in general (especially when Piano Exams are the Calling Card for students) is that is centers around the First Two Levels - 'REMEMBER' and 'UNDERSTAND'.

The Teachers are not at fault here, the fee paying students validate a teacher based on Exams, and Exams do not evaluate these other Levels.

So teachers just end up not thinking about the Higher Levels.

Even in Advanced Grades of Exam, these are not evaluated.

But I think this is a HUGE missed Opportunity to not only deepen the Learning Experience, but also to create Long-Term Students and Audience.

The Upper Levels (APPLY, ANALYSE, E VALUATE, CREATE) are barely touched upon, with almost no 'CREATE' Level.

I believe that Blooms Taxonomy is worth considering to give a general Framework to lead the Instruction through, a teacher can individualize based on the factors such as student willingness, practice, etc.

Of course this requires a buy-in from the fee-paying Parents who love to pursue 'Exam Certificates' with a passion.

Having said that, some steps can be taken into this direction