Naslov
Učenje napamet suvremenog glazbenog djela: utjecaj formalne strukture, pijanističine segmentacije i tehničke zahtjevnosti djela
(Memorizing the contemporary piano piece of music: the effects of the formal structure, pianist’s segmentation and technical difficulties)

Autori
Žauhar, Valnea ; Matić, Aleksandra ; Dražul, Ana ; Bajšanski, Igor

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Proceedings of the First International Conference Psychology and Music – Interdisciplinary Encounters / Bogunović, Blanka ; Nikolić, Sanela - Beograd : Faculty of Music, University of Arts in Belgrade, 2020, 69-77

ISBN
978-86-81340-20-2

Skup
Psychology and Music – Interdisciplinary Encounters

Mjesto i datum
Beograd, Srbija, 24.10.2019. - 26.10.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
vježbanje suvremenog klavirskog djela ; učenje napamet ; formalna struktura ; segmentacija ; tehnička zahtjevnost
(practicing contemporary piano music ; memorizing ; formal structure ; pianist’s segmentation ; technical demands)

Sažetak
The aim of this study was to examine the process of preparing a contemporary piece for performing at an international competition for young musicians. The pianist, a second-year student at a music high school, had recorded her practice of the Fourth Study for Piano (Allegro Vivace) by Boris Papandopulo. Thirty-two recorded practice sessions were transcribed and analyzed with regards to five learning periods: section-by- section, practicing the whole, tightening fluency, memorization and polishing. We examined the effects of the formal structure, the pianist’s segmentation of the piece in addition to the formal structure, and technical difficulties on the amount of practicing in five learning periods. The results showed that practice segments started and/or stopped more often on structural bars and on bars marked by the pianist herself. The effect of the pianist’s segmentation was greater than that of the formal structure in four learning periods. The results also showed that the pianist used repetitions as a practice strategy consistently during the learning process: repeating of difficult bars decreased as the practice progressed, however, repeating structural bars persisted until the end of preparing the piece for performing at a competition for young pianists. The results of this study contribute to the findings previously reported in the literature with students enrolled as participants and confirm that similar strategies are used when memorizing compositions of traditional and contemporary repertoire.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

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