More on Memory

Well, the controversial topic of playing from memory got a lot of reads in the last two weeks. I was excited that so many of you commented on the blog post: Controversial Things We Don’t Discuss: Memorizing. As a matter of fact, I feel that getting you to read the comments from others on that post is just as important if not more important than the post itself.

A day after posting on the topic, Gail Fischler from the Piano Addict blog wrote an excellent post on playing from memory. I think her article presents some of the things that I did not mention in my article, so I’d love for you to read her post: What’s Up With This Memory Thing?

I also wanted to highlight just a few of the comments that I found interesting. This post would be much too lengthy if I copied all of the great posts below, so be sure to read the discussion here to get all the wisdom from fellow teachers. Thank you all for participating in this discussion!

I wonder, however, if this (playing with music) would make some students less prepared for a performance. Would they stop trying to learn new things about the piece once they have learned what is on the page? What is the next step? Maybe, exercises in memorization should still be used in the process of learning the piece, even if the performance is not memorized.

But, I do think that an emphasis on memorization can actually cause a student stop learning about the piece as well. Once the notes are memorized, some students may never look at the music again (I know I’ve been guilty of it). There is still a lot to explore and experiment with after the notes and dynamics are memorized. Staying on the page could be helpful as well.

-Christina

Another point to consider is the amount of time required for most students to memorize a piece well … I would really rather spend that same amount of time helping the students to learn MORE music!

-Anna Fagan

How many adults have said “I used to take piano but…”. For many of them, it’s the recital with the attendant stress that made playing unpleasant. This was brought out in the book, The Piano Shop on the Left Bank.

-Nancy

I do agree that required memorization can take it’s toll on a students musical path and should be thought out very carefully by the instructor. However, one thing not mentioned…doesn’t memory improve ones ability to play musically, convey emotions, and free up concentration? As teachers, we need to teach our students how to memorize effectively and develop confidence in memory prior to performing. This would help avoid those performances we all dread.

My main thought is that if we take a back seat to memorizing then our students become just ‘readers’ and not ‘players’. I was a great sight-reader when I was young and depended on my reading skills to play the instrument. However, when in situations where I needed to play without music, I struggled.

Maybe we should focus on having the student memorize short pieces or at least a level below their current study level. Shoot for memory for the performance first; have them record themselves performing at home in front of family; give them every opportunity to ‘practice’ performance from memory before the event. And if the student is still not confident by that time, then they can use the music.

-Stephen Hughes

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