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ARTIGOS

Vol. 1 No. 1 (2013)

Students’ piano repertoire preparation grounded on models of musical knowledge

DOI
https://doi.org/10.34018/2318-891X.1(1)125-144
Submitted
December 2, 2020
Published
2013-12-02

Abstract

The present article discusses the phenomenon of musical knowledge implied in the piano repertoire preparation according to the typologies comprised in David and Scripp ́s (1992), Swanwick ́s (1994) and Elliott ́s (1995) models. Repertoire preparation was investigated through a longitudinal study with cross-sectional analysis with undergraduate students at different academic levels: the first, fifth and eighth semesters. Data were collected through four techniques: (i) semi-structured interview, (ii) non-structured interview, (iii) video observation of the performance; and (iv) recall-stimulated interview. Taking into account the three models, one can argue that they favor unique reflections on the musical experience and knowledge. Thus, being aware about these models may enrich teacher ́s perspective on the learning process- es regarding the systematization of students ́ musical knowledge.

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