The study of music performance is one that requires a great deal of time spent practicing independently. However, managing that practice time effectively is a challenge for student musicians and professional performers alike. A multifaceted approach to this problem, based on neuroscience principles, is proposed for making practice sessions more efficient and productive.
The purpose of this project is to answer one overarching research question: How can musicians achieve more efficient and better-informed practice sessions through an understanding of neuroscience research findings and principles? By gathering, synthesizing, and expanding upon previous research in the fields of neurobiology and music performance, this paper focuses on three important elements of the independent practice session - approaching new or unfamiliar pieces, scheduling practice time, and memorizing music.
|Advisor:||Thies, Tamara T.|
|Commitee:||Goode-Castro, Helen, Hickman, Roger, Urso, Rena|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 56/04M(E), Masters Abstracts International|
|Subjects:||Neurosciences, Music, Pedagogy|
|Keywords:||Brain, Learning, Neuroscience, Performance, Practice|
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