Effects of two modalities of practice on the learning of piano pieces under the deprivation of auditory feedback

Abstract

Sixteen piano students learned four piano pieces under two different conditions that involved the deprivation of auditory and motor feedback. One condition required study away from the piano, thus implying the removal of auditory and kinaesthetic feedback (mental practice, MP). The other condition involved study on a digital piano that was turned off (motor practice, MoP), hence depriving the participant of auditory feedback. Data on the effects of the two different modalities of practice, which also excluded external sound references during the initial study of new piano pieces, were analysed in two different ways. First, video recordings of the participants’ practice sessions were analysed to identify behaviours exhibited during these sessions, quantified by number of incidences. Second, external referees assessed final performances (audio recordings on an acoustic piano) according to four proposed parameters related to piano performance. Data from semi-structured interviews were collected as well. The results showed differences between the two conditions, especially with respect to the utilisation of support activities and pauses during practice. The analysis indicated that procedures related to MP may yield better results when the musical material is approached as small portions one at a time. Finally, the modality of MP described in this article, which bears some relation to other forms of MP, could be a valid alternative for issues of fatigue and complexity related to MP, as has been traditionally described in the literature.