In this perceptive study, the amateur pianist and social scientist Barbara Ann Stolz explores what motivates those who pursue a piano-teaching career.
— International Piano Magazine
A voyage into the world of piano pedagogy, A Portrait of Contemporary U.S. Teachers of Piano presents, in a fascinating way, the development of piano teaching over the centuries. Stolz combines the historical, practical, and social aspects of piano teaching with the why and when a pianist decides to become a teacher. The book describes the teaching styles of famous pianists of the XIX and XX centuries. It also includes interviews of prominent contemporary pianists and teachers, who share their views on various subjects such as technique, talent, practice, artistry, and the enormous role that the piano teacher has in the formation of the student as an artist and as a human being. It is an inspiring reminder of the pedagogue’s sacred mission of continuing the tradition of the great masters with love, respect, and passion.
— Luz Manríquez, Carnegie Mellon University
The piano has played a vital role in society since the beginning of its invention. An integral part of that role is the relationship between piano teacher and student. I highly recommend this book! It is a wonderfully interesting read for musicians and music lovers alike. It provides great insight into the sociological function of the piano, teacher, student, and professional musician. It explores various teaching methods and the ways that musicians adapt throughout time. After reading it, one realizes how crucial and vital music and music teaching are in our lives and our community.
— Carlos Rodríguez, Levine Music
Barbara Ann Stolz’s study on contemporary piano teachers in the United States is unique in that Stolz is not a researcher from the music education community, and as a result can bring a fresh look to the world of pianism. That being said, Stolz’s research validates the human qualities that most piano teachers see as essential components in their teaching—patience, empathy, flexibility, interest in teaching each student as an individual, etc. I identified with her interviewee subjects in that many of the reasons and influences that they had that led them to piano teaching—a passion for music, pedagogical training, influential teachers, stability of income source, disseminating of a special tradition, the contribution to the development of the general culture—resonated with my own experience throughout my 35 years of teaching.
— Gary Palmer, The Hochstein School