Online distance learning, a modern educational practice, has influenced music pedagogy in the past several decades. It involves synthesizing interdisciplinary studies in philosophy, music, technology, and sociology. In this study, an integrated approach has been developed to create a unique curriculum for an online group piano course in a Philippine setting. This involves coalescing ideological, historical, and practical perspectives to develop a coherent, learner-centered approach. The ideological approach surveys educational philosophies, music learning theories, cooperative learning theories, online learning theories, and socio-cultural perspectives relevant to forming a unique framework. The nature of online distance music learning itself presents complex challenges of international collaboration and a diverse understanding of musical transmission, performance, and practice. A theoretical understanding aims not to form a single theory but to integrate existing principles of social constructivism that place human interaction and experience at the forefront of learning. The historical approach emphasizes group piano and online learning in a global context through a comparison of its evolution in American and Philippine settings. This section provides insights into the political, sociological, and national factors that aid in establishing new educational trends in society. The practical approach presents the feasibility of group piano in the Philippines through best practices and innovative strategies. It presents probable solutions to the lack of facilities and resources by developing multi-modality and community-engagement models. It presents a survey of materials to support comprehensive musicianship by choosing pedagogical, collaborative, task-oriented, equitable, and culturally relevant materials that can be used in various formats, including asynchronous and synchronous online learning. Finally, the curriculum is designed for four semesters of study in Grades 11 and 12. Distinct features include the utilization of Filipino folk materials such as dances, songs, and traditional instruments for the facilitation of fundamental musical skills in technique, theory, music reading, and ear training and integrated creativity skills in improvisation, composition, harmonization, repertoire, rhythm, and movement. The learning outcomes and strategies present a combination of informal and formal learning to support authentic learning, international collaboration, and cultural preservation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]