Musical training has been demonstrated to enhance brain plasticity and support cognitive and motor development. However, the mechanisms by which specific teaching strategies shape learning remain unclear. Learning to play a piece on the piano involves complex motor sequence learning — the process of mastering sequences of movements into well-executed behaviors. Motor sequence learning in conventionally theorized to occur in distinct phases, beginning with a period of rapid initial improvement, progressing in fluent execution. Ultimately, this progression leads to the automatized performance of the motor sequence. Each stage of the process engages distinct neural processes. The objective of this study was to develop a neurophysiological framework for these stages and to establish a link between them and effective pedagogical practice.In the experiment, 38 conservatory-level piano students learned two sequences on a MIDI keyboard while their brain activity was recorded using a 64-channel electroencephalogram (EEG). Each sequence was practiced across 20 trials; one sequence was self-paced and played as fast as possible, while the other was guided by a metronome to provide a temporal goal.Across trials, participants demonstrated rapid early enhancements in piano performance, subsequently manifesting a tendency toward automatized execution of the sequences. EEG revealed high beta power in the prefrontal regions during early learning, which subsequently diminished, indicating a reduction in cognitive effort. In the metronome-guided sequence, an increase in beta power was observed in the right temporal lobe, consistent with its role in temporal processing. These neurophysiological findings have the potential to inform teaching practice in music education. By aligning instructional strategies with the stages of motor skill acquisition, educators can better manage cognitive load, support motor consolidation, and foster efficient learning. Practical applications include emphasizing slow, mindful practice in the cognitive stage, integrating metronome use during the associative stage to stabilize timing, and encouraging expressive autonomy once performance becomes automated.