Minding the music: Neuroscience, video recording, and the pianist

Abstract

Research in music education asserts that video review by performers facilitates self-directed learning and transforms performing. Yet, certain videos may be traumatic for musicians to view; those who perceive themselves as failing or experience performance-related failures are prone to feelings of distress and sadness that can negatively affect their music-making and well-being. In this study, the reactions of nine Canadian undergraduate pianists to reviewing themselves regularly on video are examined. The study was designed in two parts: first of all, to track the effects of watching self-referent videos of piano lessons and other performances; second, to highlight student responses to a Recital Review Protocol (RRP). The RRP was designed with instructors and students in mind, incorporating neuroscience strategies to reverse blood flow patterns in areas of the brain responsible for negative mood induction. The results from the first part of the study point to how regular video analysis is able to shift initial negative perceptions and transform practicing and performing. The findings from the second part indicate that more attention needs to be paid to students by instructors immediately after performances.