The efficacy of imagery-based instruction for expressive performance: a study of university musicians’ practice

ABSTRACT

In this study, we investigated how musicians use descriptive imagery to perform expressively. The study’s procedure was carried out by university musicians alone in a naturalistic practice environment. They recorded their performance of two melodies both before and after receiving imagery-based instruction designed to make performance of the melodies very expressive. Participants read and considered a teacher’s expressive instructions for each melody, practiced in light of it, and recorded a final expressive performance, transcribing their thoughts while practicing. Results showed that ratings of expressiveness increased significantly from pretest to posttest, indicating that the imagery-based instruction was effective at improving participants’ expressive performance quality. Also, some musicians used a cognitive translation process, by which they explicitly generated plans for the musical sound properties in their performance, but others exclusively reflected on and personalised the provided imagery in their thoughts. Further analysis revealed that scoring high in the use of the cognitive translation process corresponded with greater improvement in expressive performance. We were also able to identify ‘cases of mistaken expressivity’, i.e. instances when participants believed their performance had effectively improved, but a change in expressive sound properties was not perceived by the listeners who made up our panel of judges.

KEYWORDS:

• Cognition
• expression
• music learning
• music psychology
• performance

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Robert H. Woody

Robert H. Woody is Steinhart Foundation Distinguished Professor at the University of Nebraska – Lincoln, where he teaches courses in music education and music psychology. He is the author of the 2nd edition of Psychology for Musicians: Understanding and Acquiring the Skill and the forthcoming book Music Learning and Development: A Guide to Educational Psychology for Music Teachers.

Mary Beth Hilbers

Mary Beth Hilbers serves as the Coordinator of Music Field Experiences and an instructor of courses in music education at the University of Nebraska – Lincoln. Fully certified in both Orff Schulwerk and the Kodály method, she has extensive teaching experience in PreK-12 classroom settings.

Jessica Schreiner

Jessica Schreiner is an instrumental music educator in the Seward Public Schools in Nebraska, USA. She holds a PhD in Music from the University of Nebraska–Lincoln and has done previous research on the effect of self-assessment on secondary band students’ musical growth.

Aaron D. Schuck

Aaron D. Schuck teaches instrumental music in the Sioux City Community Schools of Iowa, USA and previously earned a PhD in Music from the University of Nebraska – Lincoln. His research interests include the role of self-efficacy in pre-service music educators.