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Expert pianists make specific exaggerations for teaching
Experts modulate their performance of actions for teaching purposes, performing slower and exaggerated movements when demonstrating novel actions to novices. The present study asked whether such modulations also occur during teaching performance of a music instrument, where subtle movement modulatio...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Nature Publishing Group UK
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734145/ https://www.ncbi.nlm.nih.gov/pubmed/36494416 http://dx.doi.org/10.1038/s41598-022-25711-3 |
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author | Tominaga, Atsuko Knoblich, Günther Sebanz, Natalie |
author_facet | Tominaga, Atsuko Knoblich, Günther Sebanz, Natalie |
author_sort | Tominaga, Atsuko |
collection | PubMed |
description | Experts modulate their performance of actions for teaching purposes, performing slower and exaggerated movements when demonstrating novel actions to novices. The present study asked whether such modulations also occur during teaching performance of a music instrument, where subtle movement modulations are crucial for achieving artistic expression. While exaggerating performances of goal-directed actions outside of artistic contexts may be straightforward, it is an open question whether and how exaggeration for the purpose of teaching operates for actions that are expressive even when performed outside of a teaching context. Pianists were asked to demonstrate to students the techniques required for implementing notated expressions, compared to performing the piece without didactic intentions. Expressions in the piece concerned either articulation (i.e., legato and staccato) or dynamics (i.e., forte and piano). The pianists played either with the goal to perform the piece to an audience or with the goal to teach the respective techniques to novices. When intending to teach articulation, skilled pianists produced more exaggerated staccato. When intending to teach dynamics, they created a larger contrast between forte and piano. We found consistent results across a simple musical scale (Experiment 1) and a more naturalistic piece of music (Experiment 2). These findings show that teaching-specific action modulations generalise to expressive actions and suggest that action modulations serve to highlight the most relevant aspects of the actions to be learnt. |
format | Online Article Text |
id | pubmed-9734145 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-97341452022-12-11 Expert pianists make specific exaggerations for teaching Tominaga, Atsuko Knoblich, Günther Sebanz, Natalie Sci Rep Article Experts modulate their performance of actions for teaching purposes, performing slower and exaggerated movements when demonstrating novel actions to novices. The present study asked whether such modulations also occur during teaching performance of a music instrument, where subtle movement modulations are crucial for achieving artistic expression. While exaggerating performances of goal-directed actions outside of artistic contexts may be straightforward, it is an open question whether and how exaggeration for the purpose of teaching operates for actions that are expressive even when performed outside of a teaching context. Pianists were asked to demonstrate to students the techniques required for implementing notated expressions, compared to performing the piece without didactic intentions. Expressions in the piece concerned either articulation (i.e., legato and staccato) or dynamics (i.e., forte and piano). The pianists played either with the goal to perform the piece to an audience or with the goal to teach the respective techniques to novices. When intending to teach articulation, skilled pianists produced more exaggerated staccato. When intending to teach dynamics, they created a larger contrast between forte and piano. We found consistent results across a simple musical scale (Experiment 1) and a more naturalistic piece of music (Experiment 2). These findings show that teaching-specific action modulations generalise to expressive actions and suggest that action modulations serve to highlight the most relevant aspects of the actions to be learnt. Nature Publishing Group UK 2022-12-09 /pmc/articles/PMC9734145/ /pubmed/36494416 http://dx.doi.org/10.1038/s41598-022-25711-3 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Tominaga, Atsuko Knoblich, Günther Sebanz, Natalie Expert pianists make specific exaggerations for teaching |
title | Expert pianists make specific exaggerations for teaching |
title_full | Expert pianists make specific exaggerations for teaching |
title_fullStr | Expert pianists make specific exaggerations for teaching |
title_full_unstemmed | Expert pianists make specific exaggerations for teaching |
title_short | Expert pianists make specific exaggerations for teaching |
title_sort | expert pianists make specific exaggerations for teaching |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734145/ https://www.ncbi.nlm.nih.gov/pubmed/36494416 http://dx.doi.org/10.1038/s41598-022-25711-3 |
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