Expert pianists are expected to memorize a large and complex repertoire, but there is a lack of clear memorization pedagogy and considerable variation in the amount and type of practice undertaken by experts (Jorgensen, 2002). Deliberate imagery has been advocated as a potential means of enhancing memorization and performance quality (Gieseking & Leimer, 1932; Gregg, Clark, & Hall, 2008; Holmes, 2005), improving practice efficiency and reducing the amount of physical required for secure performance (Connolly & Williamon, 2004; Freymuth, 1999; Gieseking & Leimer, 1932). Some experimental evidence supports these views, although precise definitions of imagery rehearsal, and methods for measuring its effects, have varied. In general, a number of studies have found that imagery plus physical is equal to physical alone (Bernardi, Schories, Jabusch, Colombo, & Altenmuller, 2013; Coffman, 1990; Ross, 1985; Theiler & Lippman, 1995), while others have found that imagery plus physical is superior to physical alone (Rubin-Rabson, 1937, 1941). The term mental imagery rehearsal is adopted here, in preference to others such as practice or rehearsal, to express a vivid sense of the activity as an imaginative and constructive act. It also aims to better encapsulate the notion that imagery occurs during performance and that and physical processes cannot be entirely separated.Deliberate imagery techniques are accepted to be of value by many musicians, and have been shown by some studies to enhance learning (Driskell, Copper, & Moran, 1994; Rubin- Rabson, 1937). However, instrumental music pedagogy does not appear to incorporate their use widely (Holmes, 2005). Learning and memorization skills are rarely taught explicitly (Ginsborg, 2004), and skills training programs are not widely applied within the performing arts (Clark & Williamon, 2011; Hays, 2002). While several types of for music performance have been identified (Connolly & Williamon, 2004; Holmes, 2005), and a small number of detailed studies have investigated some of the ways in which musicians implement imagery techniques in practice (Bailes, 2009; Holmes, 2005), it is not yet clear how or to what extent the teaching and implementation of imagery techniques may benefit musicians. There is still much to discover about the nature and relative efficacy of specific techniques (Clark & Williamon, 2012) and how these might most effectively be incorporated into musical training (Wollner & Williamon, 2007). The current article describes and discusses an example of an imagery-based musical teaching method that specifically aims to facilitate memorization and execution of precomposed, notated music, which performers are required to translate into sound from memory during performance (Bailes, 2009).Musical imagery is a form of musical thought (Bailes, 2009), and is understood to be multimodal (Keller, 2012), including auditory, motor, and visual components. Musical imagery can occur offline (in the absence of overt performance) and online during performance (Bishop, Bailes, & Dean, 2013; Keller, 2012). In fact, as several authors have pointed out, performance necessarily includes imagery processes (Bernardi et al., 2013; Connolly & Williamon, 2004), generated either deliberately or in automatic response to internal or external cues (Bailes, 2009; Keller, 2012). We here define imagery as the deliberate internal generation of imagery in the absence of selfgenerated sensory feedback in the missing modality or modalities; imagery may therefore occur with or without a score, instrument or auditory model, and in the presence or absence of overt movement. Recent neuroscientific research points to both overlaps and differences in cognitive processing between and physical that may help to explain some of the effects of imagery rehearsal. …