Abstract

In a practice-led study, the authors explored the process followed by classical pianists when learning new repertoire at an advanced level. The study drew on accounts by professional pianists and pedagogues, as well as on case studies of the learning process in musicians. Further, the study drew on literature about practice and memorisation. It incorporated the second author’s own documented process of learning Claude Debussy’s L’Isle joyeuse. Audio recordings and journal entries from each practice session during his learning process were transcribed and a description of the learning process is presented. The process was divided into four stages, namely, initial learning, first revision, second revision (memorisation), and polishing. The results are discussed and compared with the literature. The study found that an efficient learning process reflects the late Swedish psychologist K. Anders Ericsson’s principles of deliberate practice and acquisition of long-term working memory. It further found that practice strategies which introduce contextual interference into the process could be beneficial, as could concentrated, musical slow practice. Other beneficial techniques include mental practice in order to strengthen memorisation.

摘要

在一项以实践为主导的研究中，作者探索了古典钢琴家在高级水平学习新曲目时所遵循的过程。该研究借鉴了专业钢琴家和教育家的叙述，以及音乐家学习过程的案例研究。此外，该研究借鉴了有关实践和记忆的文献。它结合了第二作者自己记录的学习克劳德·德彪西的L'Isle joyeuse 的过程. 他在学习过程中每次练习的录音和日记都被转录，并提供了对学习过程的描述。整个过程分为四个阶段，即初步学习、第一次修订、第二次修订（记忆）和润色。讨论结果并与文献进行比较。研究发现，高效的学习过程反映了已故瑞典心理学家 K. Anders Ericsson 的刻意练习和获得长期工作记忆的原则。进一步发现，将情境干扰引入到过程中的练习策略可能是有益的，而集中的音乐慢节奏练习则可能是有益的。其他有益的技巧包括心理练习，以加强记忆。