Melody Morrison
Pianist, Researcher, Educator
Melody Morrison, NCTM, is a recent graduate of Florida State University. She serves as an adjudicator for piano festivals in the state of Florida and is active on the board of FSMTA (Florida State Music Teachers Association).
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Morrison, an experienced solo and chamber musician, has performed in several states across the U.S. and has appeared as a soloist with the University of Idaho Symphony Orchestra, Washington-Idaho Symphony, Corban University Concert Band, and Corban University Chamber Orchestra.
An active researcher, Melody has presented numerous sessions on various pedagogical topics at local, state, and national conferences across the U.S. and Canada. Her research has also been published in journals such as Update: Applications of Research on Music Education, Florida Music Director, and Piano Magazine.
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Melody is passionate about applying her findings and research to her teaching to constantly enhance her teaching. She has several years of experience teaching collegiate-level group piano classes, aural skills, music theory, and applied lessons. She has also taught one-to-one piano lessons for over 10 years, and maintains a hybrid virtual/in-person studio with students from Florida and Oregon.
Morrison completed the Ph.D. in Music Education: Piano Pedagogy and a Certificate of Performance at Florida State University. Prior to her studies at FSU, Morrison completed the M.M. in Piano Performance and Pedagogical Studies at the University of Idaho, the B.S. in Piano Performance from Corban University, and an A.A. in Business Management from Corban University, with a minor in Biblical Studies.
Ph.D. Music Education: Piano Pedagogy
Certificate in Piano Performance
M.M. Piano Performance and Pedagogical Studies
B.S. Piano Performance
Minor in Biblical Studies
A.A. Business Management
2024
2018
2016
2016
Teaching Philosophy
A learner-centered approach serves as the foundation of my teaching. I aim to not only think about the student academically but also as a person. I want to shape my teaching with the mindset that human emotions are associated with every activity and experience. One way I can show my students that I value them as individuals is to constantly remind them that I want them to succeed and tell them that while I cannot be the sole source of their success, I will never act as a barrier to their growth. Creating a safe place for every student to feel comfortable learning while experimenting and asking questions is the basis for an effective classroom or studio.
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One way I implement a learner-centered approach is to maintain flexibility and a willingness to adapt my teaching based on student receptiveness and new pedagogical findings. This can involve adjusting the way I conduct group discussions based on research about how Generation Z learners communicate, or using a new digital tool that has been recommended. Whenever I can, I also use examples and analogies from the student’s world to help make concepts and skills relevant for them. I also keep sections of my classes and private lessons flexible and share some control, so that students feel like they have more autonomy over their learning. Examples include repertoire choices, student-led class segments, and creative projects.
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I also enjoy employing multiple modes of sharing information and I am constantly presenting materials in the form of visually stimulating illustrations and videos along with digital approaches (such as mobile apps and online platforms). I also use multi-sensory methods such as games, flipped classroom activities, singing, writing, and drawing in my classes to introduce and review topics ranging from melodic dictation to piano scale fingerings.
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I believe that music stems from within and that body movement, ear training, and singing are fundamentals and will deepen the understanding of all music-related subjects. For music theory topics, I have had students sing parts while learning voice leading. I have also directed students to waltz and march while studying the differences between time signatures. In group piano classes, I frequently sing with students to help them internalize phrase contour and promote audiation.
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By sharing my love of music and by exposing students to as many genres as possible, I encourage them to develop a natural curiosity and lifelong passion for musical subjects, whether it be music history, theory, aural skills, or playing an instrument. If a student I have taught has gained a greater appreciation for music—if they have learned to intelligently channel emotion through their art—if they have learned to fully enjoy the journey of musical creation and recreation—then I will feel I have done my job as an educator.
