One of the most important aspects of music performance is the expression of emotions, yet research has suggested that this skill is neglected in music education. The aim of this thesis was thus to develop and test a novel and empirically-based approach to teaching emotional expression in music performance.
Study I explored the nature of instrumental teaching in its natural context, with a focus on emotional expression. Although there were individual differences among teachers, a common feature was a lack of clear goals, specific tasks, systematic teaching patterns, and informative feedback.
Study II presented and tested a computer program that analyzes music performances and offers informative feedback, including specific suggestions on how to enhance the emotional expression. Performers were randomly assigned to one of three conditions: (1) feedback from the computer program, (2) feedback from music teachers, and (3) repetition without feedback. The results indicated the greatest improvements in communication accuracy for the computer feedback group, but although the computer program was rated as easy to understand and use, performers did not want to use it in the future…
Contents
Introduction
Traditional approaches to expression
Expression in music education
The tendency to neglect expression
Traditional teaching strategies
The importance of informative feedback
Expression in earlier research
What is expression?
How has expression been studied?
A novel empirically-based approach
Working definitions
The GERMS model
Emotional expression
The lens model
Criteria for a useful teaching strategy
Cognitive feedback
The Feel-ME program
Aims of the thesis
Study I
Background and aims
Method
Participants
Procedure
Analyses
Results
Language use and feedback strategies
The teaching process
Conclusions
Study II
Background and aims
Method
Recording experiment
Listening experiments
Results
Performance
Usability
Conclusions
Study III
Background and aims
Method
Participants
Procedure
Results
Conclusions
General discussion
Main findings
Limitations and methodological issues
The Feel-ME program
Implications and future directions
Concluding remarks
Summary in Swedish
Acknowledgements
References
Author: Karlsson, Jessika
Source: Uppsala University Library
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