练习音乐意向:外部注意焦点对音乐家技能习得的影响

Susan G. Williams, Joram E. van Ketel, Rebecca S. Schaefer
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引用次数: 0

摘要

运动科学研究表明,外部注意力的集中对学习和表演运动都有好处。尽管这些发现来自体育领域,但对音乐教学中外部焦点影响的研究很少,特别是在自然环境中。这项深入的小样本研究从准确性、自我效能感、自信、动机和参与以及定性演奏体验等方面调查了外部关注对音乐学习的影响。七名音乐学院(天然小号)的学生在短时间的练习中使用他们正常的练习方法练习具有挑战性的,不熟悉的作品,然后使用试听练习工具(APT)的说明进行试验。这个工具的开发是为了通过生动的想象,唱歌,手势,演奏和寻找音乐变化来增强听觉和动觉参与以及详细的音乐意图。使用APT比参与者通常的练习方法产生更高的表现准确性,并且与常规练习相比,自我效能感和信心的改善趋势不显著。日志分数对动机和参与度没有决定性的影响;然而,退出问卷的答案显示,大多数参与者都认为试听或外部关注是有趣和愉快的。虽然没有参与者最初喜欢外部焦点,但参与者普遍打算继续使用APT的元素。这项研究表明,外部焦点的使用可以在教学和音乐练习中更加明确和突出。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Practicing Musical Intention: The Effects of External Focus of Attention on Musicians’ Skill Acquisition
Movement science research indicates that an external focus of attention benefits learning as well as performing movement. Despite these findings from the field of sports, research on the effects of external focus in music pedagogy is sparse, especially in naturalistic settings. This in-depth, small-sample study investigated the effect of external focus on musical learning in terms of accuracy, self-efficacy, confidence, motivation, and engagement, as well as the qualitative performance experience. Seven conservatoire (natural trumpet) students practiced challenging, unfamiliar pieces in short practice sessions using their normal practice methods, followed by a trial using the instructions of the Audiation Practice Tool (APT). This tool was developed to enhance auditory and kinaesthetic engagement as well as detailed musical intention through vivid imagination, singing, gesturing, playing, and seeking musical variation. Use of the APT resulted in higher performance accuracy than participants’ usual practice methods, and a non-significant trend for improvement in self-efficacy and confidence compared to practice as usual. Logbook scores were inconclusive on motivation and engagement; however, exit questionnaire answers showed that most participants experienced audiation or external focus as engaging and enjoyable. Although none of the participants initially favored external focus, participants generally intended to continue using elements of the APT. This study suggests that the use of external focus could be more explicit and prominent in teaching and in practicing music.
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