Need Analysis_Playing by Ear at the Keyboard

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Playing by Ear, DD#1 Page 1 of 16©2005, Nathan Eckel

DD #1: Playing by ear at the Keyboard - Nathan Eckel

Needs Assessment

Organizational Setting

Teachers at the Danville Settlement School have noticed that many adult learners in thekeyboard department are not able play basic melodies in their right hand with simpleaccompaniments in the other. This process of matching melodies in one’s right hand withsimple accompaniments in the other hand will be referred to as “playing by ear” in theremainder of this document. Teachers opted to conduct a needs assessment study. Anadditional evaluation component was attached to the students’ final performance exam.After listening to each student’s prepared piece, a panel of teachers asked each student to

play choral accompaniment to a given melody as a non-graded exercise. The panelreported that generally, learners were unable to match the melody notes with the correctchordal accompaniments. Additionally, most learners were visibly uncomfortableattempting this. In order to develop well-rounded musicians, it is important that learners

be able to play by ear as well as by sight.

Teachers developed written supplemental materials to assist adult learners in playing byear. The materials focused upon reinforcing the learners’ understanding of note names,scales, and chords, and then matching the notes of a melody with the correct chord. Thegoal is: “Adult learners at Danville Settlement School will receive written guidesenabling them to play short melodies with one hand and basic accompaniment with theother in front of a panel of School faculty.” Teachers also sent out a survey to understandhow students might respond to these changes.

Survey:

1. Do you want to read music, play by ear, or both?

2. Are you happy with your progress so far?

3. How many of the following skills are you confident of?

• Note Names• C Scale• C, F, and G Triads• Chord Progressions• Chord Placement


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4. Is there (choose one) no need, an average need, or strong need for more materials tohelp with your learning?

5. Please list any other relevant information as to your experience at the School.

Result

80% of the adults want to play by ear, and half of these listed this skill as the primaryreason for lessons.

Only 20% had positive views of their progress.

80% of respondents strongly wanted supplemental materials.

Emerging Trait: 30% of respondents indicated that the School seemed to force them intoa mold of becoming classical-style pianists, while they would be happy just to be able to

play by ear.

90% of respondents felt less than confident in some component of the listed skills.

This breaks down into the following grid:

Component Confident Not Confident Not Responding Note Names 62% 20% 18%C Scales 55% 38% 7%C, F, and G Triads 45% 43% 12%Chord Progressions 25% 60% 15%Chord Placement 8% 75% 17%

During the performance exam students were evaluated on a pass/fail basis on eachof these components. The results reported by the panel tended to correlate with theconfidence levels reported by the students.

Component Pass Fail Note Names 66% 34%

C Scale 62% 38%C, F, and G Triads 51% 49%Chord Progressions 31% 69%Chord Placement 15% 85%


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Use of Skills

These improvisational skills will be used by students in personal and social settings forentertainment, relaxation, income, and showing off. The Directors will use their skills atdiplomacy and user-friendliness to assist the arts world in shedding its old-school imageand attracting new audiences and patrons.

Target learners want to play by ear because of the enjoyment, sense of freedom. Thereare additional social benefits including becoming the center of attention and attractingfavorable responses from potential romantic interests.


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Instructional Goal

Instructional Goal Statement

Learners will be able to play short melodies with one hand with basic accompaniments inthe other on a piano in the musical and social environment they choose .

Learning Domain:Intellectual, Psycho-motor

Identify NoteNames

1

PerformScales

2

PerformTriads

3

PerformChord

Progression4

CoordinateTriads,Melody,

and Timing5

PerformFolksongs

6


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Define

Notes andNames1.2

Locate theWhite andBlack Keys

1.1

List Notesand Names

1.2.1

Build C, F,and G Triad

3.2

Define notesof C Scale

2.1

Press notes ofthe scale from

C to C and

back2.2

List Notes of

C Scale goingforward andbackward

2.1.1

Define notesof C, F, and

G Triad3.1

List Notesand Names

3.1.1

Identify NoteNames

1

PerformScale

2

PerformTriads

3A

Instructional Goal StatementAdult learners at Danville Settlement School will be able to play short melodies with onehand and basic accompaniments with the other in front of a panel of School faculty.

Subskill Anal sis


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Practice

ChordProgression4.2

List degreesI, IV, V and Iof C, F, andG Scale

4.1

List degrees I,IV, V, and I ofC, F, and G

Scale4.1.1

Y

N

Match everymelody note with

its triad(s)5.1

Play one triad

for every 2melody notes5.3

PerformChord

Progressions4

CoordinateTriads,Melody,

and Timing5

PerformFolksongs

6A

Did each triadline up with the

melody?5.2

Subskill Anal sis

Are yousatisfied with

your folksongs’progress?

6.4

Practice folksongs6.3

Select twofolksongs from the

sheet provided6.2

Set performancegoals

6.1

Y

N

No entry behaviors are needed for this comprehensive instruction.


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Learning Context and Performance Context

Learning Context

The self-based instruction will be at the time and location of the learners’ choosing, likelyin their home environment. The only requirement is that the learners have a keyboard.

Performance Context

In this scenario, Springer Hall in the Settlement School is where evaluation will occur.This is a 150 seat concert hall with a 7 foot Steinway grand piano, built in 1969. It isimportant to make the student aware of the performance experience especially if theyhave never been evaluated in this manner before. Learners are strongly encouraged toincorporate elements of performance environment into learning environment, withseveral suggestions from this table.

Performance Phenomena

The second table lists some common manifestations of performance anxiety and ways toanticipate them, even in the learning context. This will be provided as an aid to students.

PerformanceEnvironment

Learning Environment Suggested Compensation

Springer Hall, 150 seatauditorium

Student’s home or practiceroom

Student should sign up for practice time in the hall before the test to orientthemselves to the hall

1969 7 foot Steinway Their piano, likely to be anupright or electric

This piano is likely to havemuch heavier keys.Students may practice in thehall to compensate.

"Bright" acoustic Acoustics of their location, probably dulled by a rug orcarpet

The brighter sound of the piano and hall is enjoyed bymost students. They may

practice in hall to get usedto its sound.

68 degrees Practice in the hall.Overhead lights, nospotlight

Practice in the hall.

Attire: Dress or Suit Clothes of student’s choice,likely casual

Practice in test attire


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Performance Symptom Compensation StrategyOver-awareness Run around block to simulate nerves

Nervousness Perform in front of a friend, then severalfriends, then an unfamiliar group at aretirement home or other place

Fuzzy or slow recall Locate notes & chords rapidlyPractice in uncomfortable climate; runaround block before practicingHot flashes

Clammy, wet hands Practice with wet hands and wet keyboard


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Interview QuestionsGeneral Information1. Name2. Phone Number3. Email4. Age Range (18-25, 26-35, 36-45, 46-55, 55+)5. Gender6. Marital Status

Background Information7. Educational Background8. Musical Instruments Played9. Musical Styles & Skills10. Other Skills

11. As a child, did you have access to a piano?12. If so, did you experiment and play around on it?13. If you have previous musical training, what topics have you covered?14. Did you enjoy the experience? Why or why not?15. What do you know about improvising?

Learning Preferences16. Do you prefer to work in a group?17. Would you prefer to observe someone else or do it yourself?18. Does a Visual, Aural, or Tactile learning style work best for you?

19. What time of day works best for learning?

Attitudes Toward Music20. What is your attitude toward music?21. What is your attitude toward improvising?22. To what degree can you see yourself improvising?23. How eager are you to start?24. How long have you wanted to play by ear?25. Who else would you want to play for besides yourself?

Musical Skills

26. How confident are you of the following skills? (low, somewhat, or highly confident)

• note names• C Scale• C, F, and G triads• playing hands together• matching a note with its triad


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• improvising


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Learner and Context AnalysisLearner Analysis

1. Instructional Goal Statement:

Adult learners at Danville Settlement School will be able to play short melodies

with one hand and basic accompaniments with the other in front of a panel of

School faculty.

2. Names / Phone Numbers / E-mail Addresses of Participants:

George Buckley / 570-275-2250 / [email protected]

Carol Buckley / 570-275-2250/ [email protected]

3. Interview Setup:

I phoned George and Carol Buckley and arranged an interview on Wednesday,

July 20 th at 4pm. At the interview, information was collected on four main areas:

general information, background information, attitudes towards music, and

musical skills. The interview questions are found on page 11. Part of this

interview was to determine whether the learners were at levels that would allow

entry behaviors to simplify the scope of instruction, or whether the learners would

be better off starting from scratch. I wanted to get a firm grasp not just on their

musical background if any, but also their level of motivation and attitude toward

acquiring these skills. Since this instruction involves a tactile component of using

one’s hands with the keyboard, any prior experience with this would be

beneficial.


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4. General Characteristics:

George and Carol have been married for over 20 years and both fall into the 55+

age bracket. Both have specialized skill training, George in mechanical work and

Carol in nursing. Both have a high degree of appreciation for music, and have

taken lessons. Of the two, Carol has more piano background as well as a greater

current motivation level toward this instructional program. Unbeknownst to me,

George was going to be unavailable for the next week as well. The greatest

contrast between the two was in musical skills and learning preferences. George

rated himself as “unfamiliar” in each of the six criteria, whereas Carol rated

herself “well learned” in each category except for scales. George prefers to study

in the morning, and Carol is an evening person; George is partial to solo study and

is a tactile learner while Carol enjoys group work and aural learning. Either of

these learners could be representative of the target audience at this point because

the instruction is originally intended for anyone regardless of prior experience.

5. Goal-Related Characteristics:

Of the two potential learners, Carol clearly has the greater motivation level as

well as moderate understanding of the material. She has some experience with

playing by ear and improvising, and anticipates having a more solid written guide.

While George appreciates music and the music-making process, he does not

appear to possess the necessary motivation to achieve the goals of instruction.

Since attitudinal factors such as motivation are crucial to learner success, at this

point George would not be a strong candidate for instruction that is monitored as


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in this scenario. Entry behaviors are not a factor since review of any such entry

behavior is embedded in the instruction. Carol has not taken lessons for some time

so she may benefit from the reinforced learning, and is not likely to lose any

motivation from the review.

6. Instructional Analysis Changes: Seek additional learners.

I would prefer to designate George as an “unofficial” learner so that he may learn

this instruction to the degree he wants to without the added pressure of evaluation.

6.5 Instructional Analysis Changes: Entry Behaviors & Scale Handouts

I believe that Carol would benefit from simplifying the instruction by embedding

the F and G triads into the instruction with the C triads, rather than requiring entry

behaviors. I will provide material on the F and G triads for review. This would

keep the main instructional material balanced between the C, F, and G triads,

bringing greater clarity to the instruction.

7. Additional Observations:

Music has a powerful effect on people. This simple interview process was

enthusiastically received by both potential learners, and they seemed to enjoy the

questions related to childhood and their relationship to music. I believe this desire

could be a powerful motivational force toward learning if harnessed properly.


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overruled for the sake of simplifying the instruction since this is a preliminary design

exercise for the author.

Need Analysis_Playing by Ear at the Keyboard

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