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Identifying challenges and opportunities for student composer and performer peer learning through newly-composed classical piano scores

Published online by Cambridge University Press:  04 March 2018

Jennifer MacRitchie ,
Massimo Zicari  and
Diana Blom
Jennifer MacRitchie
Affiliation:
School of Humanities and Communication Arts & The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Locked Bag 1797, Penrith, 2751, NSW, [email protected] Scuola Universitaria di Musica, Conservatorio della Svizzera Italiana – SUPSI, Via Soldino 9, CH-6900, Lugano, [email protected]
Massimo Zicari
Affiliation:
Scuola Universitaria di Musica, Conservatorio della Svizzera Italiana – SUPSI, Via Soldino 9, CH-6900, Lugano, [email protected]
Diana Blom
Affiliation:
School of Humanities and Communication Arts, Western Sydney University, Locked Bag 1797, Penrith, 2751, NSW, [email protected]
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Abstract

Limited consideration has been given to the challenges young composers and performers face when learning to communicate through notation in contemporary classical music, and the specific opportunities presented for peer learning. This article describes a project at a Swiss music conservatory in which two student composers wrote pieces for solo piano which were performed by three student pianists. Students were deprived of collaborative opportunities, with communication limited to score markings and legends. Results from individual interviews are discussed in relation to categories of approaches drawn from existing studies on learning new piano works, on notation and on collaboration, plus new categories arising from this research. The challenges and potential opportunities arising from this approach are examined here, highlighting specific areas to be targeted for future peer learning.

Type
Research Article
Information
British Journal of Music Education , Volume 35 , Issue 2 , July 2018 , pp. 153 - 175
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Copyright
Copyright © Cambridge University Press 2018 

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