This study explores musicians' ways of taking and giving meaning to notation in Western tonal music. From a socio-cultural theoretical perspective relations between traditions and individuals were especially accounted for. Linked to this perspective the method for the study was developed. Experienced pianists commented on well-prepared performances of one freely chosen work, and prescribed pieces written without markings on expression. In the interpretations of the prescribed pieces a great variety of alternate implicit musical meaning was explored, even by musicians who mainly aimed at reproducing edited expression in their freely chose works. The conclusions was drawn that simple pieces written without markings on expression might serve as pedagogical tools in instrumental training. In a playful way students might develop their musical judgment and understanding of musical practice.
|Tidskrift||Bulletin of the Council for Research in Music Education|
|Status||Published - 2002|