Conceptual Simplification: an Empirical Investigation of a New Method for Analysis, Learning and Memorisation of Post-Tonal Piano Music
Farré Rozada, Laura (2024) Conceptual Simplification: an Empirical Investigation of a New Method for Analysis, Learning and Memorisation of Post-Tonal Piano Music. Doctoral thesis, Birmingham City University.
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Laura Farré Rozada PhD Thesis Volume I published_Final version_Submitted Oct 2023_Final Award Jun 2024.pdf - Accepted Version Download (16MB) |
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Laura Farré Rozada PhD Thesis Volume II published_Final version_Submitted Oct 2023_Final Award Jun 2024.pdf - Accepted Version Download (19MB) |
Abstract
There is a gap in music performance, education and psychology in terms of memorisation training for post-tonal piano music. Despite the repertoire spanning over 100 years, pedagogues and professionals still lack effective tools for developing this skill. Existing research on this domain is mostly focused on observing practitioners’ behaviours during practice, to understand how these prepare for a memorised performance of a selected repertoire. However, the resulting Performance Cue Theory that emerges from these studies does not provide a systematic method to assist learning, but instead, explains performers’ behaviours to fulfil the given task. Furthermore, other important aspects of memorisation, such as the role of sleep for memory consolidation; influential parameters of performance practice, such as the abilities of perfect pitch and sight-reading; or the role of emotions have rarely been examined or simply omitted.
This thesis focuses on testing, extending and formalising a new method for analysis, learning and memorisation of post-tonal piano music, named Conceptual Simplification. This presents a novel implementation to musical memorisation of group theory, number theory and geometry; and the paradigms of divide-and-conquer, decrease-and-conquer and transform-and-conquer. Therefore, it builds on mathematics and computer science to improve human memory and musical performance. However, as demonstrated with this thesis, Conceptual Simplification does not require any previous scientific training to be successfully implemented and works for different learning styles and types of complexity.
From testing the parameters of perfect pitch, synaesthesia, sight-reading, emotions, sleep, mental practice, complexity and expertise; the most influential parameters for memorisation identified are perfect pitch, sight-reading, sleep and complexity. Additionally, a formal definition for complexity is formulated. Similarly, after testing different practice and performance strategies, the most effective strategies for memorisation identified are simplifying strategies and conceptual encoding strategies, included in Conceptual Simplification. Finally, it is also revealed the positive role of mental practice for coping with performance anxiety and self-sabotage. Throughout this thesis, Conceptual Simplification is tested through a series of studies with practitioners, who range from conservatoire piano students to international performers, including observation and analysis of the author’s own performing practice. The repertoire featured involves existing post-tonal and commissioned works.
Although the scope of this thesis is limited to testing Conceptual Simplification for post-tonal piano music, this method could be adapted to other instrumentalists, singers and conductors; and musical genres. More ambitious applications might involve non-musical domains, since Conceptual Simplification essentially scaffolds complexity, proceeding in a non-linear manner and avoiding time-consuming procedures. The method also presents enough flexibility for other practitioners to incorporate additional strategies, adapting it to their needs accordingly. Finally, Conceptual Simplification also indicates promising additional benefits. Concretely, in preventing performance anxiety through greater confidence and reducing the potential for injuries that usually result from repeated practice. Conceptual Simplification’s systematic approach toward engaging conceptual memory and reasoning leads to more confident memorised performances, while needing less repetition during practice.
| Item Type: | Thesis (Doctoral) | ||||||
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| Uncontrolled Keywords: | analysis, learning, memorisation, memory, method, piano, performance, post-tonal music, atonal music, non-tonal music, contemporary music, Conceptual Simplification, computer science, algorithms, divide-and-conquer, decrease-and-conquer, transform-and-conquer, mathematics, geometry, group theory, number theory, modular arithmetic, complexity, sleep, perfect pitch, sight-reading, mental practice, chunking. | ||||||
| Subjects: | CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music | ||||||
| Divisions: | Doctoral Research College > Doctoral Theses Collection Faculty of Arts, Design and Media > Royal Birmingham Conservatoire |
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| Depositing User: | Jaycie Carter | ||||||
| Date Deposited: | 08 Aug 2024 12:39 | ||||||
| Last Modified: | 27 Aug 2024 08:38 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/15692 |
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