Chapters I-V Final Na

A Beginner Module in Playing Piano…
Chapter I
INTRODUCTION
At present, education undergoes a fast phase of development. Together with this,
the country has updated its curriculum to adapt this fast phase of development which is
the K to 12. This innovation in the field of education provides 21st century learners an
avenue to acquire 21st century skills.
Since K to 12 curriculums aims learners who can acquire 21st century skills, the
Department of Education needs first to provide educators who are capable to teach
students necessary skills that the learners have to develop. In other words, the key to
produce a high quality learner is to have a high quality teacher. One of the skills that the
student needs to acquire in the present context of education is to be able to play even a
single instrument in the field of music education. There are so many instruments that the
student can choose. Some of these instruments are guitar, banduria, octavina, flute and
piano. Most of the students usually picked guitar as their instrument because of the idea
that it is affordable and easier to learn than any other musical instruments like piano.
Playing musical instrument is not as hard as most of the people think. Having no
background in the world of music is not a valid reason for a learner not to learn how to
play any musical instrument like guitar, violin, banduria and piano. Learning to play any
musical instruments is necessary. For the learners to do this, practice is needed.
Thinking that piano is one of the musical instruments that’s difficult to learn
makes the beginner to select other instrument that seems to be easier to play. Piano is a
musical instrument that belongs to the keyboard group of instrument. It is a large musical
A Beginner Module in Playing Piano…│2
instrument played by pressing the keys for the desired sound. Piano is the instrument that
mostly used when the song to be played is a smooth, relaxing and refreshing like love or
the mellow kind of music. It can be played as a solo instrument in one show. Likewise, it
can be played along with other musical instruments like guitar, bass guitar and Drum set
for a Band Group.
One of the misconceptions about piano playing is that this instrument is for the
elite person because of its high cost. This is one of the reasons why the researcher to
produced a module in learning piano for beginner. In this module, all the basic
information and skills in learning piano are provided.
This module in learning how to play a piano will benefit not only the students but
also the teachers; the student can have their advance reading and practice for their subject
while the teacher will be more organize in making his lesson plan for the day to day
activities. It can be used by those students who are not taking applied piano subject but
want to learn to play piano. It can be a great contribution in the field of music education
and a great help for those people who wanted to learn piano but didn’t have enough
budget to acquire to go the music school.
Background of the Study
Previously, playing piano was not given importance by the MAPEH teacher. The
teachers are just defining and classifying it and then proceeded to the other topic without
practical application. Some reasons of the teachers is that, they themselves do not have
the skills and there’s no instrument available.

The researcher decided to conduct this research to eliminate these hindrances
which denied every learner in learning how to play the piano. Playing piano requires a
variety of skills, knowledge and training. Especially, when applied piano is to be
integrated in education which is now focused and more concerned on the skills to be
developed by the students. The teachers must have this skill and knowledge as one of the
requirements to handle the subject and to allow the students to see that playing the
instrument is easy and enjoyable. The best way to teach how to play piano is by showing
to the students the actual way of playing it rather than sitting in front and reading the
instruction from the book.
As a former student of Catanauan National High School and a present field study
observer in the different MAPEH subjects in Paaralang Secondarya ng Lucban, the
researcher observed that playing piano was just a topic to be discussed without a practical
application. As a MAPEH major student who has undergone in the subject of Solfeggio
and Applied Piano with no background on this instrument before, the researcher found
out that all of the activities and practices that they did during their class were effective.
From this premise, the researcher decided to use his past experience and all of the
songs, activities and knowledge that he acquired from this subject as bases in producing a
module in playing piano for beginners. Also, the researcher decided to observe one of the
classes while having the activities to assess the effectiveness of all of these activities
related to the basic knowledge in playing piano.

Objectives of the study
This research aimed to produce a Beginner’s module in playing piano to be used
by the students in taking the subject Applied Piano and Solfeggio, this module will help
the students who want to learn how to play piano and the teacher who teach how to play
piano.
Specifically, the study sought to achieve the following objectives:
1. Determine the basic knowledge of the respondents in terms of:
1.1 Identifying notes in G and F staves
1.2 Identifying the correct Time Value
1.3 Musical Symbol
1.4 Piano Playing
2. Assess the piano skills developed among the respondents in terms of:
2.1 Finger Numbering
2.2 Right and left hand exercise: From do to do
2.3 Playing Nursery songs using right hand
2.4 Playing the major and minor chords
2.5 Singing while clapping the beat of a song
3. Develop a beginner’s module for playing piano
Significance of the study
The result of this study will bear significance to the following:

Students. This study would be beneficial to the students primarily to the MAPEH major
students taking up Applied Piano subject. The end product of this study will serve as
guide in learning how to play piano. They can have an advance reading or advance
practice of the different basic skills that they will encounter on the subject. So when the
time comes that the teacher would ask them to perform a particular skill, the student has
so much confident to go for it because of the advance knowledge about the lesson at
hand. This will serve as an outline for all the knowledge and skills that the students must
have at the end of the course.
Teachers. This research would be beneficial also to the teachers who are teaching
applied piano subject. Since this study would provide a module on learning piano, the
teachers would find it easier to organize and prepare his lesson every time that he will
handle a class. The teachers do not need to go outside and photocopy the songs and basic
music notes because the information would be included in the end product of this study.
Future researcher. This study could be a very good reference material for future
researchers in the field of music especially when it comes to piano playing. The future
researcher could use this as guide in making another module in music or apply it to other
musical instrument that will help the students and teachers for better teaching learning
process.
Scope and Limitations
This research focused on producing a module in learning piano based on the
activities and lesson that the researcher and the respondents experienced in the subject,
Solfeggio and Applied Piano. The BSED MAPEH II students of Southern Luzon State
University were chosen to be the respondents of this research.

The instrument used for collecting data was observation of every practical activity
of the respondents in their Applied Piano subject. The data gathered from the observation
were the basis of the module in learning piano for beginners.
The time frame of this study was from July 2015 to April 2016.
Definition of Terms
The terms appearing below are defined both conceptually and operationally to
facilitate understanding of the study:
Accidental refers the notes in music that are not in a key signature. It is a note marked
with a sharp, flat, or natural sign whose pitch has not correspond with the key
signature.
Basic Piano Skills refers to the primary skills that a person who wants to learn piano
need to develop first as his foundation in becoming a better pianist. In this study,
it is one of the variables that the researcher tried to compile as a module.
Chord accompaniment means playing a particular song together with its assigned chord
modulation (Amanda, 2015). In this study, it is one of the activities that plays an
important role in the subject, Applied Piano.
Correct Time Value refers to the equivalent count of every notes depending to its time
signature. In this study it is one of the aspects to be measured by the researcher.
Finger numbering literally means putting number in the right and left finger for easier
usage in learning piano.

Major and minor chords refers to the combination of the notes in a scale produce
sound that will match a particular song. In this research, these two were included
in the skills to be assessed by the researcher from the respondents.
Notes on G and F staves pertain to the specific places where the notes for right
hand and left fingers were located (Morton, 2015). On the context of this study, it
is one of the basic information to be assessed by the researcher
Nursery songs pertain to songs for children traditionally taught by their parents. It has
easy tune and melody that is easier to remember for a child (Chua, 2009). In the
context of this study, it is used as an example of song use to practice the finger,
eyes and mind in learning particular skills in playing piano.
Piano Competencies refer to the ability of a person to play different skills in playing
piano (Knerr. 2015). Operationally, this is what the researcher going to assess
after all of the activities done by the respondents.
Singing notes using letter or so-fa syllable literally means singing the notes on a staff
using its sofa syllable (do re mi fa so la ti do) and letter ( C D E F G A B) name.
(Bradley, 2015).
Chapter II
REVIEW OF LITERATURE
This chapter presents the different literature perused to gather insights and
information about the study, Basic Piano Skills of Second Year MAPEH Majors
Students: Proposed Module Packets for Beginner. This also includes the different
studies that strengthen the concept and make the information more reliable. Furthermore,
the chapter also provides the conceptual framework that leads the researcher to formulate
the paradigm of the study.
Basic Piano Skills
Basic piano skills are the basic skills that an individual needs to study first in
order to advance in the next stage or next level in learning piano. This will serve as a
foundation and background for them in advancing to the next level of piano playing
which are far more difficult than the previous level. But because of these Basic piano
skills, the student will not consider it as a problem compared from other who do not have
the different basic piano skills.
Basic piano skills may differ on different teachers teaching how to play piano. But
behind these differences, there are still some basic skills in playing piano that is present
on every teacher and musician who are teaching how to play the said musical instrument.
Learning and studying piano technique is a multi-faceted affair. Numerous
obstacles and problems have to be overcome before any real sense of achievement is felt.
But, behind this numerous obstacles and problems in a good musical performance lies an
apparent simplicity and serenity (Tan, 2001). He also emphasized that there are no
popular names in the field of music especially in playing piano that does not begin with
the hard work and patience in learning basic skills of their chosen career.
It is not easy to communicate physical movements and coordination’s without
visual and tactile feedback. Ideally, the aspiring pianist not only needs to see someone
demonstrating what is described, but also to feel the sensations which go along with the
discussion (good teachers often demonstrate sensations by "playing" on the hand or arm
of the student), and also to hear the results. It is important to distinguish descriptions of
how piano playing feels to the pianist, from what a pianist is actually doing. (Belkins,
2009 p2).
Belkins (2009), also stated that piano playing requires muscle tone, and even
muscular effort. Any physically normal person can achieve a fairly high level of technical
proficiency, given good teaching and enough practice. This does not mean that anybody
can be a great pianist, but that the physical skills required to learn the skills and navigate
the keyboard are not so difficult as to exclude most people. He further stressed that in
piano playing; it should never cause physical pain, or do physical damage to the pianist.
If it does, the pianist is doing it wrong (pp.2-3)
One of the basic skills that a beginner in piano playing needs to learn is the
coordination of the hands eyes and brain. Learning this skill is not easy and requires a lot
of time before the result is become visible. In order for the learner to see the result of
hard work in practicing a particular skills, the learner need to feel also the sensation of
playing the piano rather than knowing only how to execute and how to play it.
According to Knerr (2015), students develop basic coordination skills in using the
arm and moving the fingers. One of the basic skills that people who are starting to learn
how to play piano is the “Piano Hand Shape” and the “right and left hand” exercise. He
stated the different characteristics that will enable an individual to have a good “Piano
Hand Shape which is having a Good posture, in terms of height and distance from the
piano, correct sitting position, domed and strong hand knuckle bridge, gently curved
fingers, relaxed non playing fingers (especially thumb), Firm fingertips (finger nail joint
should not be collapsed).
He also added that keeping the hand up over the keys and level with the wrist and
arm can be a problem if the students are pulling back from the elbow, or if their sitting
position is too low at home. Students tend to naturally approach the keys from below
rather from above. Just because this is natural does not mean it is correct. Vigilance is
required to correct this habit (pp.2).
Chan Cheng (2009) elucidated that nowadays, “talent”, “prodigy”, or “genius” is
more created than born. The most important aspects in playing piano are the “practice
method” or “practice” itself. Thus, good practice methods will not only accelerate the
learning rate but also help to develop the musical brain, as well as raise the intelligence
level, especially for the young. A method is not acceptable unless the students understand
why it works so that they can adapt it to their specific needs. The most important aspect
of learning piano is brain development and higher intelligence. Memory is a component
of intelligence.
For a pianist, technique is the physical ability to convey one's musical ideas. It's
not good enough to be able to hear in one's head Art Tatum or Jimmy Smith type of runs
and phrases if one's fingers cannot execute them on the keyboard. That's where “Finger
Exercises” come in - to gain strength and independence in all ten fingers (Richard 2003).
In learning piano, it is better to develop all the fundamentals as early as
childhood, but because of lack of materials needed and because of financial problem,
most individual who wanted to learn piano started during their high school and college
life wherein at this stage of their life, they must have all the fundamentals skills and learn
the next level of difficulty in playing piano.
Cyber (2014) as cited in Freeman (2011), stated that these fundamentals are
invaluable to comprehensive musicianship, which should be the ultimate goal of every
music teacher. Although comprehensive musicianship is not achieved in elementary or
middle school and in some cases high school, if students receive proper training at an
early age, eventually, assuming that this systematic approach to music continues he or
she will develop musically and comprehensive musicianship as expected.
Modern psychologists have proven that, in the education of the child, the period
from three to seven years is of greater importance than the succeeding years. Therefore,
the future development of the child is decided during this time (pp.3-4).
Another basic skill that a beginner in piano needs to learn is “sight reading” or
reading notes in a staff for right and left hand or In G and F staves. It is elaborately stated
in the article “Learning process” (2010) that The Learning Process, with respect to
learning the piano, is of course best facilitated by learning for pleasure, which
nevertheless, involves many obstacles on the way. Some of these obstacles interestingly
enough, are reading skills (musical literacy) and technical skills (playing the piano). Not
all students, however, respond in the same manner and at the same level to the teaching
and learning process of music education. Some students will find it easy but for most of
the students, it means hard work, regular practice and developing reading and technical
skills, which many find quite challenging.
One easy way to pursue the teaching and learning of music is by rote learning.
Repetition of music in small doses alleviates the need to develop sight reading skills.
Some teachers, however, might still include rote learning various pieces outside the scope
of the reading ability of the student. Mixing a rote learning method or playing by ear with
a sight reading method can be done at the same time; however, can be fraught with many
conflicting issues (¶ 2).
It is mentioned in How to Improve Basic Piano Skills (2015) that every aspiring
pianist should strive to improve their piano skills every time they practice or attend
lessons. Furthermore, In the book of Ultimate Guide For Improving Your Basic Piano
Skills (2015), as a beginner who has undergo and already learn the different piano skills
and has encounter the difficulty in making a steady progress, there are certain steps that
they need to follow to overcome it.
The first step in the said book is to set up time for Practice: time slot for
practicing and learning piano must be set. Once you have dedicated a time slot, try not to
deter it. Dedication and commitment of time is crucial for learning and improving piano
playing skills. The practice sessions are a significant part of your learning (¶ 2).
Another one is to have a proper planning. In order to improve skills, you must
master a particular skill and then begin learning new ones. Measuring progress is
important for learning this tool. The last one is to continue practicing new song after
learning a new one. This will serve as your maintenance to continue the progress in
developing skill in playing piano (¶ 3).
Basic piano skills are those skills that an individual need to focus. This will be the
student’s weapon in facing the different circumstances that they will encounter as they go
on in learning piano. Every teacher in piano has his own way and style in teaching his
student in playing piano. But even though he has his own style, these basic skills remain
the same. Learning piano is not as easy as the other said. Every learner will encounter
different hardships that they need to overcome to advance to the next level. Eyes, hand
and fingers are the main useful body parts in playing piano. These body parts need to
exercise frequently to have a greater muscle build up and to have a proper coordination in
playing piano. Obviously, an individual cannot achieve this without a proper training and
without enough effort to be exerted.
Another part of the body that needs attention and focus is the torso and the elbow.
The proper sitting position and proper playing procedures, the back and the elbow place
an important role to have the correct position before playing the piano. Skills in playing
piano or any musical instruments are not naturally inclined into ones individual. It is a
product of hard work and training. Another that the beginner in playing piano needs to
develop is the ability to read notes. It is one of the fundamental skills as a pianist. One of
the methods that the teacher usually used is the rote learning method. It is a method that
includes a song or a series of notes to be read by the students and sing afterwards. As a
beginner, the motivation and the eagerness to learn how to play piano need to be visible.
There are lots of ways to improve the basic piano skills; one of this is proper time
management.
Module in Learning Piano
As a beginner, it is very important to get off to the right start so that problems can
be avoided. Music Coach's piano and keyboard modules for beginner use teaching
methods and materials that have successfully taught thousands of people on how to play a
particular instrument. Good teaching is combined with state of the art interactive
practicing tools to provide the most effective and enjoyable way to start playing piano
and keyboard (beginner piano lesson, 2005).
The article Ten Practical Strategies for Improving Piano Skills (2003),
enumerated 10 strategies to improve piano skills. These are the following. First, develop
a practice schedule for a good amount of training. Time out from busy schedule to
practice piano by using a particular training program; an half an hour every week is not
enough in becoming a great or better pianist. The best way to achieve this level is
practice and practice and practice. The more you practice, the more your sound will be
more natural and musical.
The next one is to Train frequently as much as possible, Commit an hour or two
to training each day. This should be made a top priority if you want the results to be more
visible. You need to have this discipline to attain this step. Next is that Train and learn
the basic techniques from the beginning. You do not want to continue to practice the in
correct technique because if you do, it will take a lot of repetition to undo and unlearn the
bad skill that you developed. So concentrate on learning the “Piano Chords, Correct
Positioning of the Hand, basic notes for right and left hand, and the proper technique and
method during each practice session so the proper skills become second nature. (¶ 2).
Another strategy is the need to assess the tempo, sounds and rhythm of the song
that you are playing, you need to teach yourself to recognize when something is not right
while fine tuning your ears to hear the mistakes. If you want to correct your mistakes and
bad habits out of yourself, you need to become the worst critic of yourself. It is also listed
in the strategies to practice your pieces in parts, this idea is quite helpful in case you want
to practice a very lengthy piece. Divide the piece into a number of small sections.
Practice each section until you have learned every one of them separately. Then combine
each section together to play the complete piece perfectly. Your objective will be practice
all the fine details of your piece, so it is impossible to eliminate mistakes that can ruin
your performance. (¶ 5).
Furthermore, it is also important to analyze the minor details. You will see many
notations applied in sheet music like finger numbers, accidentals, and the tempo and
dynamics markings. The optimal way to train would be to really familiarize with the
meanings of the different terms and symbols. You may also consider utilizing a music
dictionary that is helpful when you need to look for unknown.
As a beginner in playing piano, warm up with some technical exercises. Just like
sports athletes and singers, pianist need to spend time warming up and stretching before
rehearsing. Include scales, arpeggios and five finger exercises during the warm-up period.
Start slowly while warming up and spend enough to really loosen up (pp.3).
In doing an exercise, it is important to remeber that a great way to warm up and
master sophisticated piece of music is to practice with just one hand. Your mind requires
some time and energy to put both your hands together. You need to have patience in this
step as it may take time to make it right. Remember also to Count out loud while
practicing. You might be tempted to change the tempo of the piece, but attempt to steer
clear of this. However, it is best to stay away from this practice because it will have an
effect on the way the piece would certainly sound to your audience. Your audience will
not be impressed, even though it sounds wonderful in your minds. Try to feel the tempo
and rhythm of the music and you’ll feel every beat. You could do that by using a
metronome or counting to yourself out loud. (¶ 2).
The last strategy and probably the most important strategy are to know the Music
theory even though it is a crucial part. Music theory, when it’s mastered, can certainly
make everything seem to be easier. For example, study sheet music and analyze why
certain notes are either flat or sharp. Teach yourself to spend time studying and
identifying notes. Chord structures and music theory, and will gain a further understand
how composer forms their music (¶ 3).
Even though studying ways to play the piano may possibly be monotonous, the
learners will appreciate it when the great result comes into him. Using the right mindset
and method, practicing could be rewarding and fulfilling experiences. Time, patience,
and effort are all you need in the process of learning how to play piano. Also, you need to
know your strength and weaknesses in order for you to monitor the progress of your skill.
Music is more than its lyrics and melodies or complex harmonies. It is much more
than what you hear or see. Such hidden aspects of music will only be unveiled through
proper training (Cyber, 2014). Especially when it comes in playing piano, music is the
most important element that cannot be eliminated.
Tan (2000 p.10), enumerated the different factors that a piano teacher needs to
consider. This is by considering the age and the child/’s cognitive development, the
gender of the child or the students. Another one is the ability of the student when it comes
to the retaining of concentration, the students personalities and the present materials to be
used in teaching.
Age and cognitive development are important considerations. Some teachers
believe that the younger the pupil, the better. Most musicians don’t believe on this. A
twelve year old beginner will generally indicate progress than a seven year old; a twelve
year Old’s manual dexterity should be better, as should his/her cognitive abilities. It is
probably worth examining the development of the child's thought processes to find out
why.
Identifying the age and the cognitive ability of a child will help the teacher in
selecting the activity that will suit the students. On the other hand, knowing the gender
and personalities of the students will also help the teacher to select a particular method
and songs to be played that will match in his student to maintain the attention and interest
of the students in learning how to play piano.
Palmer, Manus and Lethco (2015 p.3) claimed that sincere praise from the teacher
is one of the most motivating factors in teaching piano. Praise often accomplishes more
than admonition. Since students learn something new the teacher has the opportunity to
remind them that they are constantly making progress.
Furthermore, Palmer, et al. (2015 p.5-6) agreed that in making a module in
learning piano for beginners, it must have all of the fundamentals skills to serve as
foundation of every students and these are, posture at the keyboard; fluent response to
finger numbers; using a little weight when dropping into a key to make soft tones; using a
more weight when dropping into a key to make louder tones; importance of playing with
a rounded hand; awareness of Right hand and Left hand; concept of stepping up and
stepping down the keyboard, Concept of low sounds and high sounds, Recognition of
groups of 2 black keys and 3 black keys, Bar lines Double bar at end of piece, “Sing
Along” (for left hand) “End of Song” (for right hand).
All music students need to accommodate playing their instrument during the
week. This may mean a lifestyle change with certain activities being replaced by
practicing the piano. It may mean re organizing the week so that time can be created for
piano study. Many young students are not capable of reorganizing their time after school
activities. Even a small amount of time set aside for practicing, perhaps 10 to 20 minutes,
can be an arduous task.
Parents, therefore, need to be responsible for this arrangement and if possible,
supervise the child during practice. The task is equivalent to a classroom situation.
Students do not organize what they do during class time. The day has already been
organized for them by their teacher. Most of them accept this and conform to the
situation. Not until high school will school children usually be motivated, flexible and
disciplined enough to organize their own schedule. Children generally need constant
supervision and reminding. It is all part of the growing up learning process. What they
essentially need is the desire to learn; then it is up to the parents to provide the help
needed to nurture a learning environment (pp.2-3).
Since the child needs to continue practicing in their home even after the formal
music schooling, and the parents are the one who will guide and supervise their child, the
learning module needs to have by the child to guide him as well on learning his lesson in
the music school or in learning the piano itself.

Nevue (2015) claimed that in studying piano lesson, it is important to learn the
music theory. He also stressed that a learner must not only learn it but they need
understand the different theory in music and piano. Listening to different music and
figuring the particular notes played in piano can be a great help in familiarizing your ears
in the different pitch and quality of sound in music.
The article the most common piano practice mistakes and how to correct them
(2013) enumerated the different mistakes a beginner in piano usually commit that lead to
the slow progress in learning piano. These are: by having a few times spending on
practicing piano. Another one is by putting the piano in a location which is out of sight
(and therefore out of mind), practicing for long session, this one usually miss interpreted
by the learners, playing piano for a long hour can ruin the eagerness of an individual in
continuing to play. Every individual including the professional pianist is taking a little
break when they are playing piano and then comeback after a little period break. For most
piano students, a reasonable amount of practice is around 30 minutes per day and for
adults doing this in one sitting may work. For some students, especially kids, 1-2 sessions
of 10-15 minutes per day are usually much more effective. Whatever your circumstances,
the rough guide is to only practice (in any one sitting) for as long as you can before start
to become mentally tired.
There are pianists that improvise really well by playing by ear and those that read
sheet music and play by sight. It is very rare to find pianists that do both well. It is either
one way or the other. Whichever way to take it is very important to learn music theory.
Understanding the theory will help the learner to see the chord patterns on the keyboard
and convey that to your fingers. Finally, for pianists at all levels, playing the piano are
not about hitting the right notes, it is all about expressing oneself through the keys and
fingers. The piano is a tool to express thought, emotion, and feelings. This is the way you
want to learn to play the piano (Piano playing advice, 2014).
In the article Benefit of playing piano (2013), it is stated that a pianist can reap
several benefits while in the early stages of learning. These benefits may continue to be
realized throughout a person’s lifetime. Several scientific research studies have proven
that playing the piano is good for a person’s health and overall wellbeing whether he or
she begins piano as a child or as an adult. Playing the piano can increase cognitive
development. Numerous scientific studies have shown that producing music stimulates
the brain in ways that almost every other activity cannot. Neurological pathways are
connected while playing the piano that can then be utilized in other disciplines, such as
mathematics, science and engineering.
Eye-hand coordination is developed while playing. Reading piano sheet
music trains the eyes and hands to work closely together. Sight reading drills will further
enhance this coordination. Fine motor skills are also developed. Nimble hands move
efficiently only because of consistent practice. Any size hands can learn to play the piano.
It is the training of the hands that produces the agility necessary for playing the most
demanding piano compositions. Playing the piano requires a certain amount of
dedication. For most people it will take a significant amount of work to become an
accomplished pianist. Regular practice sessions each day will instill discipline in an
individual that can then be applied to many other areas of life (Pp.2)
Music itself can reduce anxiety and stress. Sitting down to play a piano for even a
few moments on a busy day can help the mind refocus: relieving stress and even lowering
a person’s blood pressure. Playing the piano can also affect the mental health of an
individual. Pianists may see a reduction in depression, its’ symptoms and other mental
health issues. Social pain, such as loneliness, can also be battled when playing a piano.
There are virtually no ill side effects from playing the piano, but the benefits are good for
the body and mind of any individual. Piano playing allows for both strict discipline and
unlimited creativity. All this is found in an activity that can be done by any individual
with a desire to learn, regardless of age or intellect (¶ 2).
Music differs from different people. Some says that music can change their
emotion and some says that music itself is their emotion. In order for an individual to say
that they have music in their body, they must have understood how music works in the
different angle of the life of an individual. As a beginner, an individual need to have a
reliable sources which (Whether it is a module or a person) that will serve their guide in
learning how to play piano. Every module in learning piano suggests different ways in in
developing different skills. But behind these differences, still they have common strategy
and method that are present in all of them. One of this is to identify the of the learner
schedule in playing piano, how long it will take and how appropriate it is in the present
level of him when it comes to piano. Another one is that the amount of training needs to
be consistent and as much as possible practice frequently as long as an individual doesn’t
mentally and physically tired. Another method is that by assessing the self-performance
identifying the strength and weakness of oneself that need to still develop, another one is
that by keeping your attention in a long range wherein even a small detail can easily
detect and identify of oneself. The next is just as basic as a simple one which is to have
warm-up exercises to make your fingers and other parts of the body ready in doing your
training. These steps and method seems to by simply as any other method but once an
individual witness the result of this simple method, the view of him at this method as
simple may change into something more important. On the part of the teacher who are
serve as a mentor of an individual that are striving become a good pianist. There is a lot
factor that needs to be considered. The first is the age and the readiness of the child.
Readiness in terms of: the motor ability and mental ability of the students in performing a
particular exercise or lesson in a piano. and readiness of the cognitive ability to
accommodate all of the information and knowledge that the teachers trying to teach.
Since teachers or mentors plays an important role in molding an individual to become a
great pianist, the teacher need to always give praise to his student every time that the
students are performing well. Furthermore there are some miss conception and miss
understanding that blocking some individual in learning how to play piano. this miss
conception include the idea of it is okey to have a little time in practicing how to play
piano. another is that in practicing a particular skills you need to spend a longer hour in
piano even when you are tired you need to continue it for faster development of your
skills. These two are both miss conception and do not have a scientific explanation. The
truth is that in playing and practicing particular skills in piano, it is right to have a
sufficient and enough time in practicing it.
According to the some specialist in music, there are two kinds of pianist, the one
who is using their ears and the one who is using their eyes. If a beginner in piano doesn’t
have these, there is no need to worry because these skills may be developed at the same
time in developing visible skills in piano. besides of being a musician when you already
know how to play piano, there are other benefit that an individual can get in playing
piano. Some of these benefits are stress and anxiety reliever, and can help lower blood
pressure.
The concept presented in the study laid a ground for the development of the
learning module in piano beginner that will help the student as well as the teacher to have
a better teaching learning in in the subject Solfeggio and Applied Piano, according to
Nerr (2015), Cheng (2009) and Tan (2001). The different basic piano skills in playing
piano includes the proper coordination of the hand and eyes muscle, also included is the
correct posture, correct sitting position and correct playing position of our body in
playing piano. In learning different skills in piano, the student will meet obstacles that
can block them in pursuing to learn how to play piano. One of these obstacles is the
proper coordination of different muscles in the hand and eye. Because this is new
activity, it requires time and effort to develop (Belkins, 2009). In the field of piano,
learning and mastering these basic skills can allow you to go to the next level of difficulty
in playing piano. In learning basic skills in piano, the learners also need to develop his
own technique on how her body can perform faster the basic skills, (Richard 2003).
Reading music is also one of the components of fundamentals skills that a beginner has to
include in his program. Practice seems to be the popular one when it comes to the
proposed training program of every professional in music. In practicing, enough time and
being consistent are needed. Module in learning piano provides opportunity for an
individual to have an independent learning session as long as the module was reliable and
effective. The article beginner piano lesson (2005); Ten Practical Strategies for
Improving Piano Skills (2003), a lot of training program need to be considered in
selecting the right method of playing piano. There are lot of methods available in learning
piano but as an individual who wanted to learn how to play piano, it is important to select
what is common in all of the different methods in the different learning module in piano
to identify the best one that help the learner learn even more faster than the others who
are relying only in one particular guide. It is also important to identify the different
misconception about learning piano to avoid having skills that is not scientifically proven
as an effective one.
There are so many common errors that a beginner in piano usually does without
noticing. That’s why in learning the basic skills it is important to study also the different
music theory in the field music or in the field of piano itself. (Nevue, 2015). Besides the
pleasure and skills that you can get in playing piano, there are still other benefits that an
individual can get out of playing it. One of this, is that music itself can reduce anxiety
and stress, reduction of depression can also be seen and loneliness and social issues can
be minimized.
Conceptual Framework
This study was focused on measuring the effectiveness of all the activities that
MAPEH student taking the Applied Piano and Solfeggio. After measuring the
effectiveness, the next goal of the researcher was to produce a module in learning piano
for beginner’s based on all the proven effective activities of the said class. The researcher
decided to conduct this research to help the students to learn how to play piano in a better
way and as fast as possible; as well as, to help the teacher handling the said subject to
have a more systematic and less time consuming approach in teaching how to play piano.
This module in playing piano is about the basic skills and information that the beginner in
piano need to know and learn. It includes the proper positioning of the body; hand fingers
when playing piano; different exercises to strengthen the fingers as well as some
exercises for note reading; different major and minor chords and some songs that will
help them in their exercise.
Research Paradigm
INPUT PROCESS OUTPUT
Selection of the
All of the activity of activities of the
Development and Accepatable proposed
the class
All of that are
the activities respondents to be
validating the Module in learning
taking Solfeggio
of students takingand included in module. Beginner’s module
Module in learrning Piano for Beginner.
Applied
Solfeggiopiano will
and in playing piano.
be used as a basis in Piano for Beginner
-Development and
Applied piano.
producing a module face validation of
in learning Piano for Module in teaching
beginner. Piano for Beginner
Figure 1. A Modified Input-Process-Output (IPO) Model of a Proposed Module for

beginner based on the activity of the class taking solfeggio and applied piano.
Figure1 shows the research paradigm of the study which illustrates the proposed
learning module in piano for beginners. The module was based on all of the activities of
the undertaking Solfeggio and Applied Piano. The researcher also considered concepts
from the related literature.
The researcher identified the different activities in the class Solfeggio and
Applied Piano and its effectivity of it among the students. The result of this was used by
the researcher as a basis in producing a module in learning piano for beginner.

A proposed module in learning piano for beginner was developed as an output of
the study. This will help the teacher and the students in the subject Solfeggio and Applied
Piano to make the teaching-learning process easy, less time consuming and more
exciting.
Chapter III
METHODOLOGY
This chapter provides the research design and statistical treatment used in the
study. Likewise, this identifies the respondents and the techniques employed. Validation
techniques for the instrument and data gathering complete the procedures.
Research Locale
The study was conducted in Southern Luzon State University, Lucban Quezon,
Specifically at the College of Teacher Education where the MAPEH students were taking
Applied Piano and Solfeggio subject. The researcher believed that the location was the
immediate environment where the access of data was greatly possible.
Respondents
The respondents of the study were 24 second year MAPEH students of the
College of Teacher Education, Southern Luzon State University who were taking Applied
piano and Solfeggio Subject.
The respondents were chosen purposively since the study was primarily focused
on developing a module in learning piano for beginner. They were the ones taking the
said subject thus can provide data and information about the effectivity of all the
activities conducted in the said subject.

Research Design
The descriptive type of research was used by the researcher. Data and information
used in this study were gathered from a validated questionnaire and practical assessment
of the students skills. The questionnaire included the basic information that a beginner in
playing piano must learned, as well as the practical assessment wherein all of the basic
skills that a beginner in playing piano must have. The researcher evaluated the answer of
the respondents and the result of the practical assessment served as the basis in producing
a module in learning piano for beginners.
Instrumentation
The researcher utilized survey type questionnaire and practical assessment as
tools in gathering information in producing a learning module in piano.
The questionnaire and the practical assessment were divided into two parts. The
questionnaire was divided into two main sections: a.) the profile and b.), the survey
proper. The profile contain the personal information about the respondents including the
name, section, gender and the date when the survey has been done, while the survey
proper contains the question about the basic knowledge in playing piano which are the
notes in G and F staves, the Time value, the different musical symbol and The Piano
Playing itself. On the other hand, the practical assessment, was also divided into two
parts, a.), the profile of the respondents and b.), the assessment of the basic skills which
are the finger numbering, hand exercise, playing the major and minor chords, playing a
simple songs and singing a song while clapping the beat of it.
The questionnaire and rubrics for the practical assessment made by the researcher
were submitted to his adviser for checking and revising for improvement. Then, the
researcher approached other personnel specializing in music and piano to improve the
questionnaire and rubrics.
Data Gathering Procedure
The letter, permit and other necessary paperwork’s were first secured by the
researcher. A letter for the approval of conducting the research was the first thing to
accomplish in the dean’s office of the college of teacher education.. The researcher
afterwards examined the answers of the students based on the given questionnaire and
analysed the result of the practical assessment based on the rubrics that the researcher had
provided.
Statistical treatment
The data collected were tallied, tabulated, analyse, and interpreted. The weighted
mean was used to determine the effectivity of all the activities that the respondents did in
their subject applied piano and solfeggio subject.
WM= 4f+3f+2f+1f
N
Where:
WM= weighted mean
f= frequency
N= number of respondents
The following summated scale points and adjectival interpretation were referred
for analysis of the data for both instrument (questionnaire and rubrics).
Scale Points Range ` Adjectival Interpretation
4 3.51-4.00 Strongly Agree (SA) / Expert
3 2.51-3.50 Agree (A) / Proficient
2 1.51-2.50 Disagree (D) / Skilled
1 1.00-1.50 Strongly Disagree (SD) / Novice

Chapter IV
RESULTS AND DISCUSSION
This chapter presents the results of the study through the descriptive analysis and
interpretation of the gathered data shown through the tabular presentations. It was
analysed statistically to make the study more valid and more reliable.
Table 1.1 Basic knowledge of the students in identifying G and F staves
Statements Mean Description

1. When it comes to music reading, I know the difference Agree
between G and F staves. 3.21
2. In playing piano, I know which of the two staves is used for Agree
left and right hand. 3.21
3. In music, I know the symbol of F Clef and how to write and Agree
read its notation 3.13
4. I know the symbol of G Clef and how to write and read its Strongly
notation. 3.58 Agree
5. When it comes to music reading, I am more familiar with the Strongly
G clef rather than the F clef. 3.63 Agree
6. I can identify the elements of a notation such as clef, Letter Agree
names, key signature etc. 3.29
7. I can read simple musical notation and play it in piano at the Strongly
same time. 3.67 Agree
8. I can follow the written notes in G staff when someone else Agree
sings it. 3.29
9. I can accompany simple songs using the basic chords. 3.13 Agree
10. I can sing the written notes in G staff. 3.38 Agree
Average Weighted Mean 3.35 Agree
Table 1.1 indicates the weighted mean distribution of the respondents in terms of
their basic knowledge in identifying G and F staves.
Based on the table, the 24 respondents agree that they know the difference
between the G and F staves and which of the two staves are used for right and left hand
with a weighted mean 3.21. They also agreed that they know the symbol of F clef and
even accompany a simple song using basic chords in piano, 3.13; that they can follow a
written notes in a G staff when someone else sings it and even could identify the elements
of its notation such as the letter names of the notes and the time and key signature of it
with a weighted mean of 2.29. The students agreed that they can sing a simple song
written in a G staff (3.38).
Statements 4, 5 and 7 got a descriptive rating of “SA” which means strongly
agree where statement 4 “I know the symbol of G Clef and how to write and read its
notation” attains a weighted mean of 3.58 and statements no. 5 “When it comes to music
reading, I am more familiar with the G clef rather than the F clef” attains a weighted of
3.63 and lastly statement 7 that got a highest weighted mean of 3.67 with a statement “I
can read simple musical notation and play it in piano at the same time.
As a whole, the basic knowledge of the students in terms of identifying G and F
staves has a descriptive rating of Agree evident in 3.35 weighted mean. This signifies that
all of their activities were effective enough to acquire all of the basic knowledge in piano
playing when it comes in identifying G and F staves.
Another basic skill that a beginner in piano needs to learn is “sight reading” or
reading notes in a staff for right and left hand or In G and F staves. It is elaborately stated
in the Learning process (2010) that The Learning Process, with respect to learning the
piano, is of course best facilitated by learning for pleasure, which nevertheless, involves
many obstacles on the way. Some of these obstacles interestingly enough, are reading
skills (musical literacy) and technical skills (playing the piano). Not all students,
however, respond in the same manner and at the same level to the teaching and learning
process of music education. Some students will find it easy but for most of the students, it
means hard work, regular practice, developing reading skills and technical skills, which is
quite challenging for them.
Table 1.2 Basic Knowledge of the respondents in terms of Time Value

1. I understand the time value of notes and rest. 3.38 Agree
2. I know the different time value of a notes and its equivalent Agree
counting. 3.42
3. It is clear for me if the notes is to be played and sung longer Agree
or shorter 3.38
4. I can easily say that a given note receives 1, 2, 3, or 4 counts. 3.42 Agree
5. In reading music, I am familiar with the image of the Strongly
different time value of notes. 3.67 Agree
6. I know the location of the time signature in a musical piece. 3.50 Agree
7. I can identify the time signature of a music piece by simply Agree
looking at it. 3.42
2 3 4
8. I know the difference between 4, 4 and 4 time signature. 2.88 Agree
9. I can play/sing a musical piece following the correct tempo Agree
indication. 3.50
10. I can identify the time value of every note written in a Agree
simple musical piece. 3.08
Table 1.2 shows the weighted mean distribution of basic knowledge of the
respondents in terms of time value.
Based on the table, students agreed that they understand the time value of every
note and rest and it is clear for them if the note is to be played and sung longer or shorter
with a weighted mean of 3.38. Also, the students agreed in second and fourth statements
with a weighted mean of 3.42 as well as the seventh statement “I can identify the time
signature of a music piece by simply looking at it” with the same weighted mean of 3.42.
Furthermore, they also agreed that they know the location of the time value on musical
piece and they can play and sing a simple musical piece with a correct tempo indication
with a weighted mean of 3.50.

Lastly, the tenth statement also got a description of agree with a statement “I can
identify the time value of every note written in a simple musical piece” and has a
weighted mean of 3.08.
In a nutshell, almost all statements under the time value have a descriptive rating
of agree except the fifth statement which is “In reading music, I am familiar with the
image of the different time value of notes” that accumulates the highest weighted mean of
3.67 and has a descriptive rating of strongly agree. However, the eighth statement got the
2 3 4
lowest weighted mean of 2.88 with a statement “I know the difference between 4, 4 and 4
time signature” but still got a descriptive rating of agree.
From the gathered result, the basic knowledge of the students in terms of time
value got a descriptive rating of agree with a weighted of 3.40 which means that in terms
of learning the basic knowledge of the time value as well as applying it in a simple
musical piece, , their activities was still effective enough to acquire all of this basic
knowledge that a beginner in piano playing must have just like in identifying G and F
staves.
Table 1.3 Student’s Basic Knowledge in terms of Musical Symbol

1. I am familiar with the basic musical symbol in a musical Strongly
piece such as the symbol of hold and sustain. 3.79 Agree
2. I know the symbol and effect of crescendo and decrescendo Agree
in a musical piece. 3.42
3. I can picture out in my mind the image of the G clef in a Agree
musical notation. 3.42
4. I can picture out in my mind the image of the F clef in a Agree
5. I can identify the whole, half quarter and eight notes in a Agree
6. I now the symbol of forte and piano and how to apply it in a Agree
simple musical piece 3.33
7. I can Identify the musical symbols that affect the pitch of a Agree
musical piece. 2.96
8. I can Identify the musical symbol that affects the tempo of a Agree
musical piece. 3.17
9. I know the symbol of repeat and how to apply it in a simple Strongly
musical piece. 3.75 Agree
10. I can sight read a simple music piece with correct Strongly
intonation and correct pitch. 3.54 Agree
respondents in terms of musical symbol on piano playing.
Based on the table, students agreed that they know the symbol and effects of
dynamics such as the crescendo and decrescendo in a musical piece and they could
picture out in their mind the image of the f clef with a weighted mean 3.42 as well as the
image of g clef with 3.46 as its weighted mean. They also agreed that besides identifying
the symbol of dynamics, they can also identify the symbols that affect the pitch (2.96)
and speed (3.17) of a musical piece. Furthermore, the students agreed that they can
identify the whole, half, quarter and eight notes in a musical notation with a weighted
mean of 3.08 and the symbol of forte and piano and how to apply it in a simple musical
piece with a weighted of 3.33.

The first, ninth and tenth statements have a descriptive rating of strongly agree
with a statements “I can sight read a simple music piece with correct intonation and
correct pitch” with a weighted mean of 3.54. “I know the symbol of repeat and how to
apply it in a simple musical piece” with a weighted mean of 3.75 and lastly the statement
that got a highest weighted mean of 3.79 the statement “I am familiar with the basic
musical symbol in a musical piece such as the symbol of hold and sustain.”
As a whole, the respondents basic knowledge in terms of musical symbol has a
descriptive rating of agree with an average weighted mean of 3.41. This means that in
terms of musical symbol, all of the activities that the students did were enough to acquire
this basic knowledge of piano playing in terms of musical symbol.
Another strategy that was mentioned on the article Ten Practical Strategies For
Improving Piano Skills (2003), is that the learners need to assess the tempo, sounds and
rhythm of the song that you are playing, you need to teach yourself to recognize when
something is not right while fine tuning your ears to hear the mistakes. If you want to
correct your mistakes and bad habits out of yourself, you need to become the worst critic
of yourself.
Table 1.4 Student’s Basic Knowledge in terms of Piano Playing

1. I can write the basic major chords/triads in a music staff and Agree
play it in piano. 3.21
2. I can write notes in a staff dictated by the teacher. 3.21 Agree
3. I can identify the chords written in musical notation. Strongly
3.54 Agree
4. I know the procedure of making minor out of major chords. Strongly
3.58 Agree
5. I know the procedure of getting major chords from the root Agree
note. 3.46
6. I can construct major chords out of the given minor chords in Agree
piano. 3.13
7. I can readily put a correct “finger position” of a given chords Agree
or in a given music piece. 3.13
8. I can play basic right and left hand exercise in playing piano. Strongly
3.54 Agree
9. I can read or play simple musical piece written in a staff. Strongly
3.67 Agree
10. I can demonstrate a correct hand position in playing piano. Strongly
3.63 Agree
respondents in terms of piano playing.
Based on the table above, the (24) students agreed that that they can write the
basic chords or triads in a staff and play it in piano; that they can also write a notes in a
staff dictated by the teacher with a weighted of 3.21; that they know the procedure of
getting major chords starting from its root notes (3.46). In connection with this, they also
agreed that they can construct major chords out of the given minor chords and readily put
the correct finger position on a given chords with a weighted mean of 3.13.
The third and eighth statements both have a rating description of strongly agree
with a statement “I can identify the chords written in musical notation” and “I can play
basic right and left hand exercise in playing piano.” also, the fourth statement “I Know
the procedure of making minor out of major chords” with a weighted mean of 3.58. The
tenth statement “I can demonstrate a correct hand position in playing piano” has also
rating description of strongly agreed with a weighted of 3.63 and lastly, the students
strongly agrees that they can read or play simple musical piece with a highest weighted
mean of 3.67.
Based on the findings, the respondents basic knowledge when it comes to piano
playing has a rating description of agree with an average total mean of 3.41.
Table 1.5 Students Basic Knowledge in terms of Identifying G and F Staves,

Identifying the Correct Time Value, Musical Symbol and Piano Playing.
Students Basic Knowledge in terms of: Wm Description
1. Identifying G and F staves 3.35 Agree
2. Identifying Correct Time Value 3.40 Agree
3. Musical Symbol 3.34 Agree
4. Piano Playing 3.41 Agree
Average Weighted mean 3.36 Agree
Findings show that the students acquired the basic knowledge that they are
supposed to acquire after taking their subject Applied Piano and Solfeggio. It shows that
all of the activities that they did in this subject were effective enough in learning all of
this basic knowledge of piano playing in terms of G and F staves, time value, musical
symbol and piano playing with an average weighted mean of 3.36 and has a rating
description of agree. Therefore, the researcher could use all the activities that the
respondents did as a basis for creating a module in piano playing for beginners.
Table 2 Piano Skills Developed by the Respondents in terms of:

Students Basic piano skills of: Wm Description
1. Finger Numbering 4.00 Expert
2. Right and Left Hand Exercise 3.67 Expert
3. Playing a Simple Nursery Song 3.54 Expert
4. Playing Major and Minor Chords 3.63 Expert
5. Singing Lyrics/Notes of a Simple Song and Clapping the 3.58 Expert
Beat of it.
Average Weighted mean 3.68 Expert
The table above shows that the (24) respondents displayed an expert skills in the
category of beginner in piano playing. All of the respondents got a perfect score of 4 with
a rating description of expert in terms of finger numbering. In terms of right and left hand
exercise, score shows that they are expert as a beginner in piano playing with 3.67 as its
mean. When it comes to playing a simple nursery song, doing it with no mistakes has a
mean of 3.54 and has a rating description of expert. Another skills that’s been assessed is
playing major and minor chords, under this skills, they also got a score with a mean of
3.63 that has a rating description of expert. Lastly, when it comes to singing a lyrics or
notes of simple songs, while clapping the beat of it, majority of them did it correctly that
result for a mean of 3.68 with a description of expert.
As a whole, the basic piano skills of BSEd MAPEH II students after taking their
subject Applied Piano and Solfeggio and after undergoing a lot of activities, they show
that they are expert enough under the category of beginner and they are now ready for a
more difficult skills and activities in learning piano.
In learning How to play a piano, it is better to develop all the fundamentals as
early as childhood or as early as a beginner, but because of lack of materials needed and
because of financial problem, most individual who wanted to learn play a piano started
during his school and college life wherein at this stage of their life, they must have all the
fundamentals skills and learn the next level of difficulty in playing piano (Richard 2003).
Also, Richard (2003) claimed that for a pianist, technique is the physical ability to
convey one's musical ideas. It's not good to be able to hear in one's head Art Tatum if
one's fingers cannot execute them on the keyboard. That's where “Finger Exercises”
come in - to gain strength and independence in all ten fingers.
According to Knerr (2015), students develop basic coordination skills in using the
arm and moving the fingers. One of the basic skills that people who are starting to learn
how to play piano is the “Piano Hand Shape” and the “right and left hand” exercise.
There are pianists who improvise really well by playing by ear and those who
read sheet music and play by sight. Whichever way to take, it is very important to learn
music theory. Understanding the theory will help the learner to see the chord patterns on
the keyboard and convey that to your fingers. Finally, for pianists at all levels, playing the
piano are not about hitting the right notes, it is all about expressing oneself through the
keys and fingers. The piano is a tool to express thought, emotion, and feelings. This is the
way you want to learn to play the piano (Piano playing advice, 2014)
Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study conducted. This also presents the
findings derived from analysis and interpretation of the results. Moreover, this imparts
the conclusions framed and the recommendations thereafter.
Summary
This study aimed to measure the effectivity of all the activities that the
respondents did in the subject Solfeggio and Applied Piano in learning different basic
knowledge and basic skills in piano playing. Specifically, after proving that all of those
activities were effective, this study aimed to develop a bbeginner’s module in playing
piano to be used by the students taking the said subject.
There were 24 second year MAPEH major students from College of Teacher
Education, Southern Luzon State University Lucban, Quezon, were chosen purposively
for July-April of the school year 2015 - 2016. The study utilized a quantitative method of
research using survey type questionnaire and practical examination and quantitative
analysis of data. The questionnaires and practical examination were administered to 24
MAPEH major second year students of Southern Luzon State University Lucban,
Quezon. To Show that all of their activities were effective in learning different basic
knowledge and basic skills, the researcher decided to observe the class of the respondents
every Tuesday and Thursday starting from their first meeting with their adviser. After all
of this observation, the researcher utilized the survey type questionnaire and practical
examination to the respondents. The results were analysed using the average weighted
mean to show and prove the effectiveness of all of their activity in learning the basic
knowledge and basic skills of the students in piano playing.
Thus it was found out that the respondents revealed a rating description of agree
in terms of learning basic knowledge in terms of Identifying G and F staves; identifying
the correct time value; musical symbol; and piano playing. Furthermore, after analysing
the results of the practical exam of the respondents in basic skills in playing piano, it was
found out that they showed an expert characteristic in identifying the finger numbering;
right and left hand exercise; playing a simple nursery songs using right hand; playing the
major and minor chords and singing the lyrics/notes of a song while clapping the beat of
it. Furthermore, analysis of the findings revealed that respondents were expert in terms of
developing basic skills in playing piano.
Conclusions
It is concluded that all of the activities that the respondents did under the subject
Applied Piano and Solfeggio are effective enough to learn all of the basic knowledge like
identifying G and F staves, time value and musical symbol in piano playing as well as in
learning different skills like finger numbering; right and left hand exercise; playing a
simple nursery songs in piano; singing the lyrics/notes of a song while clapping the beat
of it; and more importantly, playing the major and minor chords in piano. After gathering
and proving all of this information, the researcher can use all of the activities that his
respondents did in their subject as a basis of producing a beginner’s module in learning

piano for beginner as well as some of his experiences some of the related studies that he
used for this research
Recommendations
Based on the conclusions drawn, the following recommendations are offered:
1. The College of teacher education must have music room with different kinds of
musical instruments.
2. The CTE needs to provide at least 2 Grand Piano and 4 electric keyboards to be used
by the MAPEH Majors in their music Education.
3. Organize the subject of the MAPEH Majors. Music theory needs to be take first before
the applied piano and solfeggio
4. Test the Validity and Acceptability of the output of this research.

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From https://www.wpi.edu/Images/CMS/HUA-CIMA/2010_Manzano. pdf
Monath N. (2000), How to Play 10 Popular Piano In 10 Easy Ways. Retrieved from
https://hipogrifos.files.wordpress.com /2007/06/ howtoplaypopularpianoin10easy
lessons.
Williard A, Morton M, Amanda V.L (2015) Alfred’s Basic Piano Library Teacher’s
Guide to Prep Course Lesson Book. Retrieved on Oct 3 2015 from http://www
Alfred. com/img/pdf/ Piano/8889_TchGde PrepA. Pdf
APPENDICES
Appendix A
Communication
Republic of the Philippines

Southern Luzon State University
COLLEGE OF TEACHER EDUCATION
Lucban, Quezon
March 8, 2016
DR. TERESITA V. DELACRUZ

Dean, College of Teacher Education
Lucban, Quezon
Thru: PROF MARIETTA A. VILLAVERDE

Chairman, BSED
Dear Madam:
Good Day!
The undersigned is a third year student taking up Bachelor of Secondary Education Major
in MAPEH in the College of Teacher Education and presently working on his study
entitled, “Basic Piano Skills of Second Year MAPEH majors Students: Proposed
Module Packets for Beginner.”
With this regards, he would like to ask for your permission to conduct his study in one of
the class of the Bachelor of Secondary Education who are taking applied piano and
solfeggio subject and use them as the respondents of his study.
He is looking forward for your positive response. Thank you and God bless.
Sincerely yours,
(SGD) JESTER V. VASQUEZ

Student Researcher
Noted by:
(SGD) Prof. RAMUELITO M. BABAT
Research Adviser
Approved By:
(SGD) Prof. MARIETTA VILLAVERDE
Chairman, BSED
(SGD) TERESITA V. DELA CRUZ, Ed. D

Dean, College of Teacher Education

College of Teacher Education
Lucban, Quezon
February 19, 2016
Ms. ALEXA JAZZREEL A. DE CHAVEZ

Teacher, Laboratory High school
Lucban, Quezon
Dear Ma’am:
In this regard, he would like to request you to be one of the experts who will validate the
developed questionnaire for the completion of his work. Your comments and suggestions
will be highly appreciated for the improvement of the developed questionnaire. Rest
assured that your responses will be kept in confidentiality and will only serve for
educational purposes.
Thank you for sharing your extra time and your expertise.
Sincerely yours,

Student-Researcher
Noted by:

Research Adviser
Approved by:
(SGD) Ms. ALEXA JAZREEL A. DE CHAVEZ

Teacher, Laboratory High School

Lucban, Quezon
February 19, 2016
Mr. MARK IAN DERAPETE

Instructor, institute of human kenetics
Lucban, Quezon
Dear Sir:
In this regard, he would like to request you to be one of the experts who will validate the
developed questionnaire for the completion of his work. Your comments and suggestions
will be highly appreciated for the improvement of the developed questionnaire. Rest
assured that your responses will be kept in confidentiality and will only serve for
Sincerely yours,

Student-Researcher
Noted by:

Research Adviser
Approved by:
(SGD) Mr. MARK IAN DERAPETE
Instructor, Institute Of Human Kenetics

Lucban, Quezon
February 19, 2016
Prof. EMELITA N. CADA

Director, Institute of Human Kinetics
Lucban, Quezon
Dear Madam:
In this regard, He would like to request you to be one of the experts who will
validate the developed questionnaire and Rubrics for the completion of his work. Your
comments and suggestions will be highly appreciated for the improvement of the
developed Instruments. Rest assured that your responses will be kept in confidentiality
and will only serve for educational purposes.
Sincerely yours,

Student-Researcher
Noted by:

Research Adviser
Approved by:
(SGD) Prof. EMELITA N. CADA

Lucban, Quezon
February 19, 2016
Mr. EL DOULOS B. CHUA

Instructor, College of Teacher Education
Lucban, Quezon
Dear Sir:
In this regard, he would like to request you to be one of the experts who will
validate the developed questionnaire for the completion of his work. Your comments and
suggestions will be highly appreciated for the improvement of the developed
questionnaire. Rest assured that your responses will be kept in confidentiality and will
only serve for educational purposes.
Sincerely yours,

Student-Researcher
Noted by:
Research Adviser
Approved by:
(SGD) Mr. EL DOULOS B. CHUA

Lucban, Quezon
February 19, 2016
Prof. LUIS MIGUEL P. SALUDEZ

Faculty, College of Teacher Education
Lucban, Quezon
Dear Sir:
Sincerely yours,

Student-Researcher
Noted by:
Research Adviser
Approved by:
(SGD) Prof. LUIS MIGUEL P. SALUDEZ
Faculty, College of Teacher Education

Lucban, Quezon
February 19, 2016
Prof. MARIETTA A. VILLAVERDE

Chairman BSED, College of Teacher Education
Lucban, Quezon
Dear Ma’am:
Sincerely yours,

Student-Researcher
Noted by:
Research Adviser
Approved by:
(SGD) Prof. MARIETTA A. VILLAVERDE
Chairman, BSEd

COLLEGE OF TEACHER EDUCATION
Lucban, Quezon
February 19, 2016
Prof. RIZAIDE A. SALAYO

Instructor, SLSU CTE
Lucban, Quezon
Dear Madam,
Greetings of Peace!
The undersigned is a third year student taking up Bachelor in Secondary Education Major
entitled “Basic Piano Skills of Second Year MAPEH majors Students: Proposed
In this regard, he would like to request you to be his Statistician. Your comments and
suggestions will be highly appreciated for the improvement of the study.
He is looking forward for your positive response. Thank you and God bless.
Sincerely yours,

Student Researcher
Noted by:

Research Adviser
Approved by:
(SGD) Prof. RIZAIDE A. SALAYO

Professor, SLSU CTE

Lucban, Quezon
April 18, 2016
Mr. MARK IAN DERAPETE

Instructor, institute of human kenetics
Lucban, Quezon
Dear Sir:
In this regard, he would like to request you to be one of the experts who will do face
validation of his output for the completion of his work. Your comments and suggestions
will be highly appreciated for the improvement of the developed module. Rest assured
that your responses will be kept in confidentiality and will only serve for educational
purposes.
Sincerely yours,

Student-Researcher
Noted by:

Research Adviser
Approved by:
(SGD) Mr. MARK IAN DERAPETE
Instructor, Institute Of Human Kenetics

Lucban, Quezon
April 18, 2016
Prof. EMELITA N. CADA

Lucban, Quezon
Dear Madam:
In this regard, he would like to request you to be one of the experts who will do
face validation of his output for the completion of his work. Your comments and
suggestions will be highly appreciated for the improvement of the developed module.
Rest assured that your responses will be kept in confidentiality and will only serve for
Sincerely yours,

Student-Researcher
Noted by:

Research Adviser
Approved by:
(SGD) Prof. EMELITA N. CADA

Lucban, Quezon
April 18, 2016
Mr. EL DOULOS B. CHUA

Lucban, Quezon
Dear Sir:
In this regard, he would like to request you to be one of the experts who will do
face validation of his output for the completion of his work. Your comments and
suggestions will be highly appreciated for the improvement of the developed module.
Rest assured that your responses will be kept in confidentiality and will only serve for
.
Sincerely yours,

Student-Researcher
Noted by:
Research Adviser
Approved by:
(SGD) Mr. EL DOULOS B. CHUA
Appendix B
INSTRUMENTATION
Questionnaire for the Students’ Basic Knowledge in
Playing Piano and Solfeggio
Name: ____________________ Date: ______________
Section: ___________________ Sex: _______________
Direction: The following questions ask about your Prior Knowledge about the musical
Instrument Piano. Put a check mark (/) on the column that correspond your answers. Use
the scale below to answer the questions. Remember that there is no right or wrong
answer; just answer as accurately and honestly as possible.
SA- Strongly Agree
A- Agree
D- Disagree
SD- Strongly Disagree
Statements SA A D SD
G and F Staves
1. When it comes to music reading, I know the difference
between G and F staves.
2. In playing piano, I know which of the two staves is used for
left and right hand.
3. In music, I know the symbol of F Clef and how to write and
read its notation
4. I know the symbol of G Clef and how to write and read its
notation.
5. When it comes to music reading, I am more familiar with the G
clef rather than the F clef.
6. I can identify the elements of a notation such as clef, Letter
names, key signature etc.
7. I can read simple musical notation and play it in piano at the
same time.
8. I can follow the written notes when someone else sing it.
9. I can accompany simple songs using the basic chords.
10. I can sing the written notes while clapping its beat.
Time Value
11. I understand the time value of notes and rest.
12. I know the different time value of a notes and their equivalent
counting.
13.It is clear for me if the notes is to be played and sung longer or
shorter
14. I can easily say that a given note receives 1, 2, 3, or 4 counts.
15. In reading music, I am familiar with the image of the different
time value of notes.
16. I can determine how many counts will be added in a dotted
notes
17. I can identify the time signature of a music piece by simply

looking at it.
18. I know the difference between 24 , 43 and 44 time signature.
19. I can play/sing a musical piece following the correct tempo
indication.
20. I can identify the time value of every note written in a simple
musical piece.
Musical Symbol
21. I am familiar with the basic musical symbol in a musical piece
such as the symbol of hold and sustain.
22. I know the effect of crescendo and decrescendo in a musical
piece.
23. I can picture out in my mind the image of the G clef in a
musical notation.
24.I can picture out in my mind the image of the F clef in a
musical notation.
25. I can identify the whole, half quarter and eight notes in a
musical notation.
26. I now the symbol of forte and piano and how to apply it in a
simple musical piece
27. I can Identify the musical symbols that affect the pitch of a
musical piece.
28. I can Identify the musical symbol that affects the tempo of a
musical piece.
29. I know the symbol of repeat and how to apply it in a simple
musical piece.
30. I can sight read a simple music piece with correct intonation
and correct pitch.
Piano Playing
31. I can write the basic major chords/triads in a music staff and
play it piano.
32. I can write notes in a staff dictated by the teacher.
33. I can identify the chords written in musical notation.
34. I Know the procedure of making minor out of major chords
35. I Know the procedure of getting major chords from the root
note.
36. I can construct major chords out of the given minor chords in
piano.
37. I can write the corresponding musical notation of a given
triads/chords.
38. I can play basic right and left hand exercise in playing piano.
39. I can readily put a correct “finger position” of a given chords
or in a given music piece.
40. I can demonstrate a correct hand position in playing piano.
Evaluation Sheet in Playing Piano
Name: _______________________ Date: ______________

Section: ______________________ Sex: _______________
Evaluation Sheet In Playing Piano

Skills Expert Proficient Skilled Novice
4 3 2 1
All finger There are 1-3 There are 4 or The finger
numbering is mistakes in more mistakes numbering is
Finger identified identifying the in identifying not identified at
Numbering confidently. finger the number of a all.
numbering. particular
finger.
4 3 2 1
The exercise is There are 1-3 There are 4-5 There are 6 or
done mistakes in mistakes in more mistakes
Right and Left confidently performing the performing the in performing
Hand Exercise with no exercise for exercise for the exercise for
mistakes. right and left right and left right and left
hand. hand. hand.
4 3 2 1
The piece is The piece is The piece is The piece is
Playing played with no played with 1-3 played with 4-5 played with 6
nursery songs mistakes and mistakes. mistakes. or more
using right with correct mistakes.
hand fingering
position.
4 3 2 1
The chords are There are 1-3 There are 4-5 There are 6 or
played correctly mistakes in mistakes in more mistakes
Playing major with correct playing a chord playing a chord in playing
and minor finger position. in piano. in piano. chord in piano.
chords in
piano. 4 3 2 1
The song is There are 1-3 There re four to There are 6 or
Singing the sung correctly mistakes in five mistakes in more mistakes
lyrics/notes with steady singing the singing the in singing the
and clapping clapping the lyrics of the lyrics/notation lyrics/notes of a
the beat of beat of it. song while of a song while song while
simple songs. clapping the clapping the clapping the
beat of it. beat of it. beat of it.
4 3 2 1
Appendix C Computation in Weighted Arithmetic Mean

Statements SA A D SD SA(4) A(3) D(2) SD(1) MEAN
1 10 9 5 0 40 27 10 0 3.21
2 8 13 3 0 32 39 6 0 3.21
3 10 10 2 1 40 30 4 1 3.13
4 15 8 1 0 60 24 2 0 3.58
5 15 9 0 0 60 27 0 0 3.63
6 9 14 0 1 36 42 0 1 3.29
7 17 6 1 0 68 18 2 0 3.67
8 9 13 2 0 36 39 4 0 3.29
9 7 13 4 0 28 39 8 0 3.13
10 12 9 3 0 48 27 6 0 3.38
11 10 14 0 0 40 42 0 0 3.42
12 12 9 3 0 48 27 6 0 3.38
13 11 12 1 0 44 36 2 0 3.42
14 13 12 0 0 52 36 0 0 3.67
15 14 8 2 0 56 24 4 0 3.50
16 11 12 1 0 44 36 2 0 3.42
17 7 9 7 0 28 27 14 0 2.88
18 14 8 2 0 56 24 4 0 3.50
19 8 10 6 0 32 30 12 0 3.08
20 9 11 11 0 36 33 22 0 3.79
21 11 12 1 0 44 36 2 0 3.42
22 12 10 2 0 48 30 4 0 3.42
23 13 9 2 0 52 27 4 0 3.46
24 7 12 5 0 28 36 10 0 3.08
25 11 10 3 0 44 30 6 0 3.33
26 5 13 6 0 20 39 12 0 2.96
27 8 12 4 0 32 36 8 0 3.17
28 9 14 6 0 36 42 12 0 3.75
29 13 11 0 0 52 33 0 0 3.54
30 6 18 0 0 24 54 0 0 3.25
31 9 11 4 0 36 33 8 0 3.21
32 6 17 1 0 24 51 2 0 3.21
33 13 11 0 0 52 33 0 0 3.54
34 14 10 0 0 56 30 0 0 3.58
35 13 9 2 0 52 27 4 0 3.46
36 7 13 4 0 28 39 8 0 3.13
37 8 11 5 0 32 33 10 0 3.13
38 13 11 0 0 52 33 0 0 3.54
39 16 8 0 0 64 24 0 0 3.67
40 15 9 0 0 60 27 0 0 3.63
Computed mean of students practical exam in basic skills on playing piano.
right playing playing Singing the

No. Finger and left nursery songs major and lyrics/notes and
total score
students Numbering hand using right minor clapping the beat
exercise hand chords of simple songs.
1 4 4 4 3 3 18
2 4 4 4 4 3 19
3 4 4 3 3 4 18
4 4 3 3 4 4 18
5 4 3 3 4 4 18
6 4 4 4 3 4 19
7 4 3 4 4 3 18
8 4 4 3 4 3 18
9 4 4 4 4 3 19
10 4 3 3 4 4 18
11 4 4 3 4 4 19
12 4 4 4 3 3 18
13 4 3 3 3 3 16
14 4 4 4 4 4 20
15 4 4 4 4 4 20
16 4 4 3 3 4 18
17 4 4 4 3 4 19
18 4 3 4 4 3 18
19 4 4 3 4 3 18
20 4 4 3 4 3 18
21 4 3 4 4 4 19
22 4 3 4 3 4 18
23 4 4 3 4 4 19
24 4 4 4 3 4 19
Total 4.00 3.67 3.54 3.63 3.58 3.68

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A Beginner Module in Playing Piano…

At present, education undergoes a fast phase of development. Together with this,

avenue to acquire 21st century skills.

musical instruments is necessary. For the learners to do this, practice is needed.

for a Band Group.

information and skills in learning piano are provided.

budget to acquire to go the music school.

Background of the Study

the skills and there’s no instrument available.

The researcher decided to conduct this research to eliminate these hindrances

variety of skills, knowledge and training. Especially, when applied piano is to be

instruction from the book.

observer in the different MAPEH subjects in Paaralang Secondarya ng Lucban, the

related to the basic knowledge in playing piano.

Objectives of the study

This research aimed to produce a Beginner’s module in playing piano to be used

Specifically, the study sought to achieve the following objectives:

1. Determine the basic knowledge of the respondents in terms of:

1.1 Identifying notes in G and F staves

1.2 Identifying the correct Time Value

1.3 Musical Symbol

1.4 Piano Playing

2.1 Finger Numbering

2.2 Right and left hand exercise: From do to do

2.3 Playing Nursery songs using right hand

2.4 Playing the major and minor chords

2.5 Singing while clapping the beat of a song

3. Develop a beginner’s module for playing piano

Significance of the study

The result of this study will bear significance to the following:

have at the end of the course.

Scope and Limitations

This research focused on producing a module in learning piano based on the

University were chosen to be the respondents of this research.

were the basis of the module in learning piano for beginners.

facilitate understanding of the study:

it is one of the variables that the researcher tried to compile as a module.

important role in the subject, Applied Piano.

signature. In this study it is one of the aspects to be measured by the researcher.

usage in learning piano.

in the skills to be assessed by the researcher from the respondents.

is one of the basic information to be assessed by the researcher

eyes and mind in learning particular skills in playing piano.

after all of the activities done by the respondents.

using its sofa syllable (do re mi fa so la ti do) and letter ( C D E F G A B) name.

the paradigm of the study.

Basic Piano Skills

the different basic piano skills.

Learning and studying piano technique is a multi-faceted affair. Numerous

It is not easy to communicate physical movements and coordination’s without

If it does, the pianist is doing it wrong (pp.2-3)

should not be collapsed).

required to correct this habit (pp.2).

Chan Cheng (2009) elucidated that nowadays, “talent”, “prodigy”, or “genius” is

of learning piano is brain development and higher intelligence. Memory is a component

In learning piano, it is better to develop all the fundamentals as early as

the next level of difficulty in playing piano.

invaluable to comprehensive musicianship, which should be the ultimate goal of every

music teacher. Although comprehensive musicianship is not achieved in elementary or