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The article focuses on an information session on the role of cooperative learning in maximizing teaching time by Judie Meulink during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Meulink stressed that the desired output of cooperative learning is synergy which is created when people work together. She mentioned issues that can be overcome through cooperative learning. A lesson on harmonization of a familiar melody is provided.

The article focuses on a group discussion about group piano teaching during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. The topics of group discussion include the typical group piano lesson plan, class exit requirements, teachers' way of handling failing students and the effect of National Association of Schools of Music (NASM) on group piano. Group members shared their presentation of material, proficiency exam preparation and keyboard competency.

The article focuses on a group discussion on pedagogy thoughts during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Group members shared using videos, music theory and combined skills to help students understand musical pieces and improve their performance. They also discussed performance oriented projects/assignments that teachers included in pedagogy courses and stigma associated with pedagogy teachers and their infrequent performances.

The article focuses on a lecture by Andrea McAlister and Stephen Price on the relationship between college and university pedagogy programs during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. The programs include the Music Teachers National Association (MTNA) Certification and the Teaching Diploma Qualification from the University of South Africa. A brief description of each program is provided.

The article focuses on a lecture by Linda Berger and Catherine Schmidt on the importance of cognitive coaching in group piano classes during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Berger and Schmidt stressed that training the thinking of students can produce self-directedness. They discussed four roles that teachers can play which include expert resource, collaborator, coach, and evaluator. The four premises of cognitive coaching are also cited.

The article focuses on a lecture by George F. Litterst on musical applications that can be used in the classroom to help students engage in musical composition during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Litterst described the Home Concert Xtreme music display and accompaniment software program, the 50 in 1 Piano Apprentice piano image software and Subdivide Metronome application. He shared steps in integrating iPad in the classroom technology.

The article focuses on a presentation by Michelle Conda on self-publishing during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Conda shared her experience of creating and publishing her textbook "Sensible Piano Skills for the College Age Musician." She offered step-by-step instructions for making a book, title information, International Standard Book Number (ISBN), interior design and cover using the CreateSpace Web site.

The article focuses on a group discussion on pedagogy thoughts during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Several group members stressed the importance of telling students to watch their master teacher perform to help them develop performance skills under a master-apprentice relationship. They also discussed the application of improvisation and theory, performance-oriented projects/assignments and artistry in pedagogy courses.

The article focuses on a lecture by Kathryn Sherman on meta-skills that students can obtain in group piano class during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Sherman explained several skills which include independence and organization, practice skills, assessment and critical listening, and performance skills. She shared her techniques of teaching specific practice skills such as isolation and repetition.

The article focuses on a lecture by Diane Helfers Petrella on strategies to help students improve their music literacy in group piano classes during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Petrella discussed skills and concepts which include understanding of phrase, automatic recognition of intervals and pitch relationships, and knowledge of keys. She also explained the different stages of comprehension and ownership in music literacy.

The article focuses on a group discussion on pedagogy during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Participants shared using modeling to help students learn several musical concepts such as phrasing, dynamics, balance and rhythm. They discussed performance-based project that teachers included and used in pedagogy courses to help students apply improvisation and applied theory. Participants shared their technique in teaching artistry.

The article focuses on a group discussion on pedagogy thoughts during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Participants shared their strategies in teaching using their own performance skills and described the performance-oriented projects/assignments they included in pedagogy courses. They also discussed pedagogy projects/assignments they used to help students apply improvisation and applied theory and their technique in teaching artistry.

The article focuses on a lecture by Ka Man Ng on the use of social media and gadgets to improve teaching strategies in group piano classes during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Ng suggested ways on how teachers can help their students engage in innovations including having open conversations and integrating modern technology in the piano class, called Fusion. She also mentioned the benefits of Fusion and examples of social media sites.

The article focuses on a lecture by Zachary Lopes on the use of rubrics in group piano teaching during the National Group Piano and Piano Pedagogy Forum held in Austin, Texas in summer 2012. Lopes defined rubrics as performance evaluation tools that describe the key criteria of a complex performance skill and quality associated with the students' performance. He shared the reasons for incorporating rubrics in group piano courses, types of rubrics and a sample of quantitative rubric template.