Chopin's twenty-seven études are both unique and standard within the genre of advanced piano literature. Having been composed as the instrument itself was standardized and on the heels of the didactic studies of the classical period, Chopin's études are widely heralded as exemplary pedagogical material for their uniform quality and comprehensiveness. Nevertheless, despite the vast number of resources devoted to the topic of how one might approach the études and the innumerable endorsements which tout their incomparable worth, relatively cursory mention is made of their musical value. From a physiological perspective, what makes Chopin's études exceptional amongst vast pedagogical repertory, and how does their musical value impact what pianists learn from their study?From a modern perspective, a musical image is both the model and the yardstick for the measure of technical achievement as one compares performance with his or her musical image. The Chopin études are therefore unique in two ways. First, a pianist's musical image of each of the Chopin études initiates an individual process of motor learning. The musical images, and therefore the goals and the processes, are inherently different from the vast majority of purely didactic studies and exercises. Secondly, the genius of Chopin permeates the overall conception of the études as he intuitively employed the human ability to develop motor skills in natural ways which continue to be understood and supported by ongoing research.This paper explores the Chopin études from a largely physiological and psychological perspective such that modern studies of mental imagery, skill acquisition, and human motor abilities converge and highlight what is readily available in the music itself.

Piano teachers agree that acquiring piano technique knowledge and skills is beneficial for musical interpretation as lacking a good technique may impact on the musicality of a performance and poor technique may lead to muscular pain or injury. Many piano teachers use a series of piano method books as major teaching materials in the lesson. It is essential for teachers to understand the technical elements included in the piano method books and to investigate whether any piano technical element is missing so that they may consider using supplementary technique teaching materials. Besides, to understand how the technical elements are presented and how soon each technique element is introduced would help teachers to teach more efficiently. The purpose of this study was to review how expert pedagogues teach piano technique to establish a framework of technique elements that should be taught to young piano beginners. Based on this framework, we undertook an analysis of the technical elements found in thirteen series of piano method lesson books together with their accompanying technical books. A calculation of the proportion of each piano technique element in each series, an evaluation of the pace at which new technique elements are introduced and an analysis of how each one is presented forms the objective of this study. The results will provide piano teachers with thorough information on the technique elements found in different method books and will help piano teachers to select the most appropriate method books for their students.

The piano etude is a musical genre that has evolved since the 18th century from a work composed to develop technique into a full-fledged concert piece. The genre has continued to pose a challenge for the composer who attempts to combine the utility of a technical exercise with musical invention equivalent to other genres in the concert repertoire.Falko Steinbach composed his first set of piano etudes, entitled "Figures," 17 Choreographic Etudes, in 2006. This major work is comprised of 17 pieces, which explore all the physical components of successful pianism. These components are outlined in his book A Compendium on Piano Technique. The book also explores psychological disciplines, which can assist the pianist in overcoming technical difficulties, both in practice and performance.This document will consist of an analysis of both "Figures" and A Compendium. It will address the issue of "Figures" as both a didactic work and a work of art in the tradition of the Chopin etudes. It will also discuss how Steinbach synthesizes aspects of both physiological and mental learning disciplines to create a technical approach to the piano that directly impacts both sound and movement.

The left hand has always been perceived as the weaker of the two hands and since about 1840, a substantial amount of piano repertoire for the left hand has seen the light. Composers continue to show an interest in composing works in this genre and the reasons are mainly because of injuries to the right hand, to aid in the pianist's technical development, because of the challenge it poses to the composer and finally to delight audiences with an unique technical display. The technical challenges that are present in these works, differ greatly from the difficulties found in piano music for both hands. In order to give a commanding performance, the pianist is required to make certain adjustments. In music for the left hand alone, this hand is suddenly solely responsible for both the melodic lines and accompanying textures simultaneously. By addressing the technical difficulties of a composition, the interpretation of the work is invariably influenced. One of the most well-known works in this genre, A. Scriabin's Prelude for the left hand, Op. 9, no. 1, has been used to identify the technical aspects in piano music for the left hand. The question that arises, is: which specific technical aspects can be identified in A. Scriabin's Prelude for the left hand, Op. 9, no. 1? The following questions are subsequently raised: firstly, how will the pianist approach these technical aspects, and secondly, how will certain technical adjustments benefit the performance and interpretation of the work? The hypothesis holds that the pianist will have to identify and address the unique technical aspects of piano works for the left hand alone, in order to perform these works successfully. Four specific areas have been identified that could be considered the main factors contributing to the technical challenges idiomatic of music for the left hand: fingering, pedalling, balance and voicing and physical flexibility. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.

The left hand has always been perceived as the weaker of the two hands and since about 1840, a substantial amount of piano repertoire for the left hand has seen the light. Composers continue to show an interest in composing works in this genre and the reasons are mainly because of injuries to the right hand, to aid in the pianist's technical development, because of the challenge it poses to the composer and finally to delight audiences with an unique technical display. The technical challenges that are present in these works, differ greatly from the difficulties found in piano music for both hands. In order to give a commanding performance, the pianist is required to make certain adjustments. In music for the left hand alone, this hand is suddenly solely responsible for both the melodic lines and accompanying textures simultaneously. By addressing the technical difficulties of a composition, the interpretation of the work is invariably influenced. One of the most well-known works in this genre, A. Scriabin's Prelude for the left hand, Op. 9, no. 1, has been used to identify the technical aspects in piano music for the left hand. The question that arises, is: which specific technical aspects can be identified in A. Scriabin's Prelude for the left hand, Op. 9, no. 1? The following questions are subsequently raised: firstly, how will the pianist approach these technical aspects, and secondly, how will certain technical adjustments benefit the performance and interpretation of the work? The hypothesis holds that the pianist will have to identify and address the unique technical aspects of piano works for the left hand alone, in order to perform these works successfully. Four specific areas have been identified that could be considered the main factors contributing to the technical challenges idiomatic of music for the left hand: fingering, pedalling, balance and voicing and physical flexibility. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.

Many reasons can be cited for resorting to motor behaviour science in psychology as a departure point for investigating piano technique. This study compares the merits of the motor and action systems approaches to motor control and learning in order to assess which approach could be most valuable in addressing problems of piano playing. The study commences with an investigation into the traditional motor systems perspective of motor control. Discussions are rather general and multi-faceted in order to enhance understanding of action theorists' criticisms of the motor view- an approach also necessitated by the lack of research involving piano playing. Three stages of human information-processing and the way they are influenced by interference are examined. In the final, i.e. response-programming stage, movements can only be launched in discrete bursts; this, however, does not influence fluency and continuity in piano playing, because a response can consist of many subsidiary movements controlled by a motor program. In the response-execution stage following information-processing, movements are organized with a powerful underlying temporal structure. Only one such structure can be sustained by the motor program at a time, explaining the difficulty of executing polyrhythms in piano playing. The generalized motor program concept can account for certain easily coordinated technical constructs in piano playing. Also, grounds exist for postulating that rhythm and timing in piano playing are regulated by an internal clock. Following discussions on the relative importance of three types of intrinsic feedback for piano playing and the pointing out of techniques for giving extrinsic feedback, Adams's closed-loop theory and Schmidt's schema theories for motor learning under the motor systems approach are critically examined. Methods are described for applying schema theory concepts to musical instrument practice. Motor memory, apparently, is not well understood. Action theorists regard the motor systems application of the computer metaphor to human motor behaviour and the motor programming notion as incorrect. The concept of functionally-defined actions consisting of postures and movements, which in themselves are actions, is presented. The ecological view, based on Gibson, that human information-pickup from the environment is direct, without elaborate central processing, is discussed. Apparent common denominators between two prominent "methods" for piano playing and action systems theory are pointed out. Most aspects of action systems theory still need to be tested; much uncertainty is also prevalent on action learning. Under the motor systems approach, various scientifically-based premises exist for structuring piano practice, applying to inter alia massed vs. distributed practice, blocked vs. random practice, variability in practice, slow practising of rapid passages, and practising "in rhythms". If action theory is correct in that the motor programming notion is wrong, most of these premises could lose their scientifically-based claims to validity; so will schema theory. Unfortunately, action theory apparently cannot offer any scientifically verified alternatives yet. Much more research will be necessary for either choosing a particular theory or establishing a fusion between theories as a basis for piano-technical learning. / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

O presente trabalho investiga as percepções e concepções sobre corpo, gesto, técnica pianística e suas relações nas vivências de alunos de piano de dois cursos de Graduação em Música. Fundamentada no conceito de corporalidade, utilizo os conceitos de gesto musical e técnica pianística para examinar as relações que emergem entre o indivíduo, o piano e a música, expressas nas experiências externadas pelos participantes. O conceito de corporalidade (MERLEAU-PONTY [1999], VAZ [2004], CHAUÍ [2011]) compreende o indivíduo como uno, ímpar e indissociável, uma unidade portadora de simbolismos, de memória cultural e social, e repleta de nuances pelas bagagens constituídas ao longo da vida nas relações estabelecidas culturalmente e socialmente, considerando que o modo como construímos nossa visão de mundo passa pelo nosso corpo. O conceito de gesto musical (JENSENIUS et al. [2010], LEMAN; GODØY [2010]) implica em um movimento que carrega intenção e significado, unindo aspectos técnicos e interpretativos, possibilitando pensar a relação entre o texto musical, pianista e piano a partir da individualidade de cada sujeito expressa na organização de movimentos ímpares. Os conceitos de técnica pianística (CHIANTORE [2001]; SANDOR [1981]; KAEMPER [1967]; WHITESIDE [1955]; JAËLL [1904]) elencados neste trabalho são convergentes em proposições fundamentadas no movimento. Participaram deste estudo oito estudantes de duas instituições de Ensino Superior: Universidade Federal do Rio Grande do Sul – UFRGS – Curso Bacharelado em Música/Piano e Escola de Música e Belas Artes do Paraná – EMBAP/UNESPAR – Universidade Estadual do Paraná – Campus I de Curitiba – Curso Superior de Instrumento/Piano. O enfoque metodológico foi de Estudo Qualitativo, tendo como instrumento de coleta de dados a filmagem de vídeos, uma entrevista semiestruturada que abordou o sentir-se na performance e o ver-se na performance (momento em que os participantes apreciaram suas próprias performances gravadas), e uma Entrevista Fenomenológica que abordou os três grandes eixos temáticos do trabalho: técnica pianística, corpo e gesto musical. O instrumento de análise e interpretação de dados foi fundamentado nos três passos do Método Fenomenológico: descrição fenomenológica, redução fenomenológica e interpretação fenomenológica. / This study investigates perceptions and conceptions of the body, gesture and piano technique and the relationship between them in the experiences of piano students on two undergraduate music courses. Drawing on the idea of corporeality, I use the concepts of musical gesture and piano technique to examine the relationships that emerge between the individual, the piano and music and are expressed in the experiences manifested by the participants. According to the notion of corporeality (MERLEAU-PONTY [1999], VAZ [2004], CHAUÍ [2011]), the individual is singular, unique and indissociable, a unity that carries symbolism and cultural and social memory and is full of nuances resulting from the cultural and social relationships established during an individual’s life, as the way we build our view of the world is linked to our body. The concept of musical gesture (JENSENIUS et al. [2010], LEMAN; GODØY [2010]) implies movement charged with intention and meaning, combining technical and interpretative aspects and allowing one to consider the relationship between musical score, pianist and piano in terms of the individuality of each subject expressed in the organization of unique movements. The concepts of piano technique (CHIANTORE [2001]; SANDOR [1981]; KAEMPER [1967]; WHITESIDE [1955]; JAËLL [1904]) mentioned in this work all share ideas based on movement. Eight students from the following two music programs at two higher-education institutions took part in this study: the Bachelor’s Degree Program in Music/Piano, Federal University of Rio Grande do Sul, UFRGS, and the Degree Program in Instrumental Music/Piano, School of Music and Fine Arts, EMBAP/UNESPAR, Paraná State University, Campus I, Curitiba. The study was a qualitative one, and data were collected in videos filmed during the study, in a semi-structured interview that addressed self-feeling in the performance and self-seeing in the performance (when participants appreciated their own recorded performances) and in a phenomenological interview covering the three main themes in the study: piano technique, body and musical gesture. The data analysis and interpretation was based on the three steps of the phenomenological method: phenomenological description, phenomenological reduction and phenomenological interpretation.

This study placed specific emphasis on the motor-skills and practice strategies employed by piano players when practising and performing in relation to playing-related musculoskeletal disorders (PRMDs). The survey questionnaire-instrument was designed by the researcher to investigate the prevalence of PRMDs among both professional and non-professional piano players. Five hundred and five respondents completed the self-administered survey questionnaire. Out of the total 505 participants, 42% of the players reported PRMDs. The professional players (72%) reported a significantly higher incidence (p < 0.05) of PRMDs in comparison with the non-professional group. The professional players with piano as their major instrument, using predominantly neutral wrist posture (i.e., open-kinetic chain playing technique), reported a significantly higher incidence of PRMDs. Although the present study showed a greater number of years of playing was associated with greater risk of PRMDs, the result also showed that the years of playing had no significant effect on the incidence of PRMDs (p > .05) when it was analyzed with the practice hours within seven days. Moreover, analyzing the practice hours over seven days with the piano major/non-major instrument, the various grade levels and PRMDs; the results showed that the practice hours had no significant effect on the groups with and without PRMDs (p > .05). Although women reported a significantly higher percentage of PRMDs (p < 0.05) than men, there was no significant association between the groups with and without PRMDs when analyzing practice hours over seven days by grade levels and gender. The PRMDs seem to arise when overuse is compounded by misuse and/or adverse playing conditions. The best and safest practice would be to minimize consumption of musculoskeletal force production and combine this with effective practice-breaks between sessions to achieve the optimum goal of daily practice. Keywords: hand injury, PRMDs, wrist pain, hand-span size, playing-technique, and piano player.

Syftet med denna studie är att identifiera skillnader och likheter i olika pianolärares undervisningsupplägg, samt undersöka om deras synsätt och metoder går att knyta till de respektive genrer som de undervisar i. Inom forskning och litteratur har motsättningar som kan kopplas till afro och klassiskt undersökts och framställts i kontraster såsom gehör kontra noter eller improvisatoriskt kontra återgivande. Sådana motsättningar ligger till grund för föreliggande studies intresseområde. Studien utgår från ett sociokulturellt perspektiv, vilket innebär att lärande ses som en social aktivitet, där kunskap finns i kommunikation och de redskap som har växt fram i samhället. Datamaterialet består av kvalitativa intervjuer med fyra mer eller mindre aktiva musiker/pianopedagoger (två afrolärare och två klassiska lärare) med olika arbetssituationer. Resultatet visar att individanpassning och musikalisk mening samt glädjefullhet värderas högt i samtliga informanters pianoundervisning. Målet tycks vara att eleverna får uppleva glädje av att kunna musicera, snarare än att de ska bli ”stora” och kända pianister. Motivationen och det främsta ansvaret till att utvecklas anses ligga hos eleven. Fokus på teknik och övning ges efter elevens behov. Musikalitet ska alltid finnas i fokus. Omusikaliska övningar anses vara hämmande för uttrycket och motivationen. Att inkludera improvisation i undervisningen ses som viktigt. Informanterna har dock något olika arbetssätt och mål med improvisation. De klassiska lärarna arbetar efter rytmiska och tonala mallar med syfte att få eleven att utvecklas och/eller våga spela utan noter. Afrolärarna fokuserar mer på att spela till en särskild låt och att hitta personliga uttryck i improvisationen. / The purpose of this study is to identify differences and similarities in various piano teachers’ teaching approach, and investigate whether their approach and methods relate to the respective genres they teach. In research and literature, contradictions that can be linked to ”afro” and ”classical” have been investigated and described in contrasts like ear for music versus sheet music or improvisation versus reproduction. Contractions like that form the basis to this study’s area of interest. The study is based on a socio-cultural perspective, which means that learning is seen as a social activity, where knowledge exists in communication and the tools that have been developed in the community. The data consists of qualitative interviews with four more or less active musicians/piano teachers (two “afro” teachers and two classical teachers) with different work situations. The result shows that personalization, musical meaning and joyfulness are highly valued in all their piano teaching.  The goal seems to be the students´ experiences of joy in making music, rather than that they should become "great" and famous pianists. It is considered that the student has the primary responsibility in evolving and staying motivated. Focus on technique and training is connected to the student's needs. Musicality will always be in focus. “Unmusical” exercises are considered to be inhibiting the expression and motivation. To include improvisation in teaching is seen as important. The informants have somewhat different approaches and goals with improvisation. The classical music teachers work with rhythmic and tonal templates designed to get students to evolve and/or get courage to play without sheet music. “Afro” teachers focus more on playing a particular song and finding personal expressions in improvisation.

This study provides a comparative analysis and performance suggestions for three Cirandinhas and three Cirandas for solo piano by Heitor Villa-Lobos in order to demonstrate their aesthetic and pedagogical value. The primary objective is to argue for the significance of the Cirandas as concert works and of the Cirandinhas as didactic ones. To better explore these two sets of pieces and their interconnections, the selected Ciranda-Cirandinhas pairs are all based on the same folksong theme. Thus, the analyses also demonstrate Villa-Lobos’s desire to represent Brazilian culture through his music and the ingenuity with which he treated the same melodic material within performative and pedagogical contexts. Heitor Villa-Lobos is recognized as the most significant creative figure in twentieth-century Brazilian art music and as one of the distinguished Latin American composers to date. His distinctive compositional style represents a thorough synthesis of influences from European art music with the African, Indo-American, and cosmopolitan urban idioms of Brazilian vernacular music. Villa-Lobos’s output comprises more than 2000 compositions in a wide variety of genres: symphonies, concertos, operas, chamber music, art songs, and solo piano music. Throughout his career, he was a devoted supporter of music education for young people and of the development of a distinctively Brazilian art-musical tradition. The Cirandinhas and Cirandas represent an intersection of these two concerns. This study will be meaningful to both performers and piano teachers, whom it will encourage to include Villa-Lobos’s works within their concert repertory or teaching curricula. The document includes an introduction, a brief contextualized biography of the composer, a comparative analysis of the selected Cirandinhas and Ciranda with performance suggestions that touches on stylistic, pedagogical, and technical features of the pieces; a conclusion; appendices that include a chronological list of Villa-Lobos’s piano works and the titles and translations of all the Cirandinhas and Cirandas; and a bibliography.