Expressiveness is an important aspect of an excellent music performance as it adds quality and interest to the playing and listening experience. Although several studies have investigated tertiary students’ learning of expressiveness, little is known about effective approaches for teaching children to perform expressively. In the present project, 16 young musicians (aged 9–16, with performance levels at Pre-Grade 1 – Grade 8) took part in a video-stimulated recall interview after an experimental investigation which had featured methods for teaching and facilitating expressiveness. The interviews explored pupils’ perspectives on that instruction, which included practice of difficult sections, scales practice, improvisation, and questions and dialogue regarding musical character. Participants who had been taught via dialogic teaching indicated that the questions relating to musical character and expressive tools had been helpful for their understanding of the ‘musicality’ of their pieces and thus for their learning of performance expression. The questions regarding musical character were seen as helpful, as this had facilitated pupils’ reflection on, and understanding of the interpretation, thus contributing to their learning of expressiveness. This demonstrates the importance of teachers’ enquiry and pupils’ reflection for young musicians’ learning of expressive performance.

表现力是出色音乐表现的重要方面，因为它可以提高播放和聆听体验的质量和趣味性。尽管有几项研究调查了大学生对表达能力的学习，但对于教孩子表达能力的有效方法知之甚少。在本项目中，经过16次实验性调查，发现了16位年轻音乐人（9至16岁，表演水平在1年级至8年级），参加了视频刺激的回忆访谈，其特色在于教学和促进表现力的方法。访谈探讨了学生对该教学的看法，包括困难部分的练习，音阶练习，即兴创作以及关于音乐品格的问题和对话。通过对话式教学受训的参与者指出，与音乐性格和表达工具有关的问题有助于他们理解作品的“音乐性”，从而有助于他们学习表演。关于音乐品格的问题被认为是有帮助的，因为这有助于学生反思和理解诠释，从而有助于他们学习表达能力。这表明了教师探究和学生反思对于年轻音乐家学习表现力的重要性。关于音乐品格的问题被认为是有帮助的，因为这有助于学生反思和理解诠释，从而有助于他们学习表达能力。这表明了教师探究和学生反思对于年轻音乐家学习表现力的重要性。关于音乐品格的问题被认为是有帮助的，因为这有助于学生反思和理解诠释，从而有助于他们学习表达能力。这表明了教师探究和学生反思对于年轻音乐家学习表现力的重要性。