As a rule of thumb, learning should take place in the zone of proximal development, and the motivation to reach perfection in each small step could come from a sense of belonging or recognition from others.
In my opinion learning to play keyboard music starts with proficiency in sight reading (for example trying to get easy continuo playing perfect first), but also in technical exercises (which may involve specific fingering) or group improvisation. It is difficult to discuss the subject because these different skills are conflated and opinions are not always helpful.
I recently watched a discussion with the organists Ben Sheen and Jonathan Vaughn on what it is like to attend school and hold organist jobs in different countries. The subject of education came up, and this reminded me of Lars Mortensen’s criticism about harpsichord education three years ago.
Sheen commented that American education focuses on concert playing, while in Oxford there is more of a mentored immersive learning. This sounds a lot like what Mortensen advocated for at the harpsichord: how continuo playing should play a central role in harpsichord education in order to understand musical style better.
Recently I started helping out as an organist at services in a rural church in Belgium a few times per month. Although I’ve received positive feedback so far, it is clear that I’m inexperienced. When services are allowed, COVID measures require more time for the (assistant) priest to complete more tasks. It goes without saying that the organist is expected to improvise to avoid awkward silence. Even more so when singing is very limited.
I started playing the organ as a child 20 years ago, but I never really prepared myself for service work as an actual church organist, and I didn’t play much for a few years years myself. In fact, I’ve always just wanted to enjoy playing and never decided to become a professional musician or to be immersed through higher education organ studies. In stead I play some harpsichord, piano and accordeon, and with some agility I can harmonise some songs prima vista and do so while singing, except when the text is too far from the score. But being more familiar with early music, I’m not sure how different kinds of more modern Gregorian chant is supposed to be harmonized.
So to conclude, learning should take place in the zone of proximal development, where fingering technique initially flows from (in my opinion) your best attempts at sight reading. But to be honest, I wasn’t coached impressively myself and I have very little experience in continuo paying or harmonization of Gregorian chant. In light of COVID, maybe we should get a score with basso continuo at our level of proximal development and play along a recording of it at half the speed?
good luck