C. Reid Alexander

Professor and Chair of Piano Pedagogy

B.M. and M.M. (both in piano performance), University of Illinois; Ed.D., Vanderbilt University.

Dr. Alexander is a nationally recognized leader in the field of piano pedagogy. A finalist in the first Gina Bachauer competition, additional credits include workshops and/or recitals in over 35 states and abroad. Recent presentations include the Music Teachers National Association (MTNA) and many of its state affiliates, the World Piano Pedagogy Conference, as well as international presentations in both the Republic of China and Canada.

His publications encompass educational compositions, the standard resource books Handbook for Teachers, Celebration Series®, The Piano Odyssey®, and Intermediate Piano Repertoire: A Guide For Teaching, 4th Edition (The Frederick Harris Music Co., Ltd.), and widely used keyboard texts for adult instruction, Keyboard Musicianship, I-II (Stipes).

The University of Illinois honored Professor Alexander with a campus award for teaching excellence, recognizing his teaching versatility with pianists of all ages. During the 1999-2000 academic year, Dr. Alexander served as Professor of Music and Director of Piano Pedagogy at the University of Oklahoma-Norman. Leadership contributions include completed terms as president of both the Illinois State Music Teachers Association and the East Central Division of the MTNA.

Piano pedagogy is that very special blend of teaching and performance encompassing an understanding of all levels of pianistic and musical development--beginning through advanced--including an awareness of how students learn. At the heart of persuasive performance and effective teaching are the two elements of possessing an eloquent personal musicianship combined with the acquisition of effective and dynamic communication skills for use in a variety of teaching settings. The study of piano pedagogy at the undergraduate level involves introductory teaching experiences and growth as a musician including performing, studying and listening to music, whereas study at the graduate level further expands one's knowledge base while pursuing more advanced teaching and research approaches. Toward this end, model musicians are themselves life-long learners, never ceasing to expand their comprehension of music while simultaneously maturing as facilitators and artists. Ultimately, all teaching involves the rewarding process of observing change and growth in others. By facilitating positive and tailored learning experiences, my personal goal is for piano students at the University of Illinois to perfect their individual strengths as teachers and pianists while finding their chosen career path as a contributing member to the universal community of musicians.