Learning Expressivity in Music Performance: An Exploratory Study

Abstract

Forty-six college musicians were questioned regarding how they had previously learned and continue to develop expressivity in their musical performance. The results showed that the instruction provided in private lessons, as compared to that of ensembles or music classes, were considered more consequential in learning expressive music performance. Although virtually all subjects reported that some teacher modeling was used in their college private lessons, a majority of subjects (61%) indicated that their lessons consisted mostly of verbal-based instruction regarding expressivity. Students with model-oriented private instructors reported spending a significantly greater proportion of practice time working on their felt emotions during performance. These results are discussed in terms of their implications for music education. Specific consideration is given to the use of an emotion-centered pedagogy in music instruction, and the relationship between performer felt emotion and the physical sound properties of expressive music performance.