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

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.

Developing Familiarity in a New Duo: Rehearsal Talk and Performance Cues

“…There is a great deal of literature on the cognitive and social processes that underlie ensemble rehearsal and performance (see Keller et al, 2016 ; Ginsborg, 2017 ; McCaleb, 2017 ; MacRitchie et al, 2018 , for reviews). Topics include empathetic creativity in the music making of jazz sextets and string quartets (Seddon, 2012 ), non-verbal communication between the members of piano duos (e.g., Williamon and Davidson, 2002 ; Blank and Davidson, 2007 ; Bishop and Goebl, 2020 ) and string quartets (e.g., Hospelhorn and Radinsky, 2017 ), interpersonal coordination (e.g., Novembre and Keller, 2018 ), for example between members of a small vocal group (D'Amario et al, 2020 ), and social familiarity (e.g., King, 2013 ).…”