keystring I still don't know if you're a teacher, a trained teacher, and so on which level (which kinds of reference points) to have this conversation. That may be why we're missing each other.

Some principles that I see and also agree with:
introduce a single concept at a time
introduce it with actions, few words, in a clear concrete manner
the teddy bears may induce a non-stiff, flexible touch
in a 40 minute lesson, switch points of focus frequently so as to maintain attention. Mark the shift through the "toss".
positive, encouraging feedback (high fives etc.), not threats, fear, or chiding
teaching reading skills from the very start, in that particular manner
shape physical habits from the very start

Those are the principles I see behind the specific things being done. I like what I see.

I had about 50 years experience teaching math before retiring so hopefully I know a little bit about teaching. From your examples in the above post I now can see what you meant by pedagogical principles versus some more specific skills. You were talking about very general or broad pedagogical principles while I was including more specific ideas about technique and musicianship in the category of pedagogical principles.

      pianoloverus had about 50 years experience teaching math before retiring so hopefully I know a little bit about teaching. From your examples in the above post I now can see what you meant by pedagogical principles versus some more specific skills.

      Perfect!

      You were talking about very general or broad pedagogical principles while I was including more specific ideas about technique and musicianship in the category of pedagogical principles.

      That seems correct.

        9 days later

        I got absorbed by the site yesterday when I had the time. What they're doing seems excellent on all fronts. I think the 3rd leg of this stool is parental involvement; in the least that the atmosphere at home is conducive for the kids carrying out those things at home so they stick, because quite a bit is taught. Not in terms of "this piece, then that piece, then that piece" but "this skill, that skill, the other skill". (right up my alley)

        I'm also reminded of what I was once told by a teacher in person: "Students must feel safe." How much is fear a hidden factor in music? Beyond the intentional old fashioned "nun rapping errant fingers with a ruler", there is the fear of making a mistake, looking bad in front of the teacher, sitting like a good little statue so as to be perfect. The stuffed animals I fussed about before, they are part of fun, non-threatening, and reassuring. I first worried about a factor of "posing for the camera" which we do see in demos, but the laughter seems genuine, spontaneous and relaxed.

        In videos about legato (or slurs) the release is induced by plopping little stuffed animals on a playing hand, and the goal is to flip the critter to fall forward but not to the floor. That is a thing that will make you laugh, but also you're not self-conscious, fussing about your wrist and fingers - you're aiming at the flip and end up with free loose movement. There happens to be a little stuffed frog by the piano. Tried it. Frog loved it! 😃

        The one thing I worried about is, if all teachers do the same thing, is there room for a good teacher creating a lesson geared to a given student, aiming for the same goals but altering the specifics? The other side of this is consistency. All teachers flip stuffed animals and such; if a teacher is sick or moves away it continues - and they can still apply the ideas their own way. In fact, there are a couple of videos about different student personalities, and gearing toward that.

        I watched this full lesson now. It includes advice on how to help a child at home in their practising. I also liked that he said the goal of the pieces is NOT to perfect the piece but gain the skills being learned in this piece. New skills can then go into the next piece while what was learned will also come into the new piece.