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The purpose of this project was to develop motivating and appropriate teaching materials to build student memorization skills. These pedagogical materials are inspired by related literature in psychology and piano pedagogy and supported by evidence-based practice. The Review of Literature explores the psychological processes involved in memory, as well as various types of memory. The performance practice of memorizing piano music is discussed, which supports the need for developing memorization techniques. Past and current studies are cited to show the effectiveness of using mental practice, guided analysis, and other mental strategies to memorize music. Four approaches to memorization are explored: analytical, aural, kinesthetic, and visual methodologies. Thirty-five activities are provided for use by elementary and intermediate piano students, each relating to a specific aspect of memory-building that is discussed in the Review of Literature. Some activities are appropriate for at-home use during students' practice, while others require the assistance of the teacher during the students' private lessons.
Private Piano Teachers, Learning Preferences, Memorization Strategies, Student Learning Styles, Piano Lessons
Date of Defense
October 26, 2010.
A Thesis Submitted to the College of Music in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Music.
Includes bibliographical references.
Victoria McArthur, Professor Co-Directing Thesis; Alice-Ann Darrow, Professor Co-Directing Thesis; Matthew Shaftel, Committee Member; Evan Allan Jones, Committee Member.
Florida State University
Mitchell, J. E. (2010). Teaching Memory at the Piano: A Pre-College Student Workbook Based on Research in Psychology and Piano Pedagogy. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-2377