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Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons
The ability to play the piano with a variety of timbres requires a performer to have advanced pianistic skills. Little is known about how these skills are acquired and developed in piano lessons and what the role is of elements such as concepts, technique, sonic outcomes, and bodily movements. To in...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222694/ https://www.ncbi.nlm.nih.gov/pubmed/34177678 http://dx.doi.org/10.3389/fpsyg.2021.576056 |
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author | Li, Shen Timmers, Renee |
author_facet | Li, Shen Timmers, Renee |
author_sort | Li, Shen |
collection | PubMed |
description | The ability to play the piano with a variety of timbres requires a performer to have advanced pianistic skills. Little is known about how these skills are acquired and developed in piano lessons and what the role is of elements such as concepts, technique, sonic outcomes, and bodily movements. To investigate the teaching and learning of piano timbre, the lessons of three pairs of university-level teachers and students (two teachers and three students) were observed, during which they behaved as usual in the first two lessons and were asked to use a dialogic teaching approach in the third lesson. Verbal communications of teachers and students about timbre were coded and analyzed, aiming to gain insight into the teaching/learning process of piano timbre and the roles of embodiment and teacher–student interaction in the context of higher music education. The results suggest that piano timbre is not learned through imitation or as “fixed” and objective knowledge, but as a co-constructed conception between the teachers and the students. The meaning of timbre goals in piano lessons is enacted through “in-the-moment” bodily experience and embodied through performance actions. This study contributes to the understanding of piano timbre as a multifaceted phenomenon and illustrates the teacher's role in developing the student's mind–body integration involved in tone production. |
format | Online Article Text |
id | pubmed-8222694 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-82226942021-06-25 Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons Li, Shen Timmers, Renee Front Psychol Psychology The ability to play the piano with a variety of timbres requires a performer to have advanced pianistic skills. Little is known about how these skills are acquired and developed in piano lessons and what the role is of elements such as concepts, technique, sonic outcomes, and bodily movements. To investigate the teaching and learning of piano timbre, the lessons of three pairs of university-level teachers and students (two teachers and three students) were observed, during which they behaved as usual in the first two lessons and were asked to use a dialogic teaching approach in the third lesson. Verbal communications of teachers and students about timbre were coded and analyzed, aiming to gain insight into the teaching/learning process of piano timbre and the roles of embodiment and teacher–student interaction in the context of higher music education. The results suggest that piano timbre is not learned through imitation or as “fixed” and objective knowledge, but as a co-constructed conception between the teachers and the students. The meaning of timbre goals in piano lessons is enacted through “in-the-moment” bodily experience and embodied through performance actions. This study contributes to the understanding of piano timbre as a multifaceted phenomenon and illustrates the teacher's role in developing the student's mind–body integration involved in tone production. Frontiers Media S.A. 2021-06-10 /pmc/articles/PMC8222694/ /pubmed/34177678 http://dx.doi.org/10.3389/fpsyg.2021.576056 Text en Copyright © 2021 Li and Timmers. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Li, Shen Timmers, Renee Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons |
title | Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons |
title_full | Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons |
title_fullStr | Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons |
title_full_unstemmed | Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons |
title_short | Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons |
title_sort | teaching and learning of piano timbre through teacher–student interactions in lessons |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8222694/ https://www.ncbi.nlm.nih.gov/pubmed/34177678 http://dx.doi.org/10.3389/fpsyg.2021.576056 |
work_keys_str_mv | AT lishen teachingandlearningofpianotimbrethroughteacherstudentinteractionsinlessons AT timmersrenee teachingandlearningofpianotimbrethroughteacherstudentinteractionsinlessons |