Expressiveness in musical performance: Pedagogic aspect

Abstract

The subject of our research relates to pedagogic aspects of expressive vocal-instrumental musical performance. We intended to examine: (1) how undergraduate students see/conceptualize and evaluate expressiveness in musical performance; (2) whether and how they were trained in the skill of expressive musical performance during their musical training; (3) whether and in which way they rehearse the expressive component of musical performance and interpretation and (4) whether there are any differences regarding gender, age, instrument, department, year of study and years of instrument playing in relation to the group of dependant variables related to expressiveness, tuition and practice. The sample for the research included 82 students of instrumental and theory departments at the Faculty of Music in Belgrade. Psychological and pedagogical aspects of musical expressiveness during vocal-instrumental performance were analyzed. The results show that students highly evaluate expressiveness but its place is secondary compared to mastering technical and tonal requirements. Statistically significant differences were shown regarding gender, age and departments. It can be concluded that there is a potential for the development and enhancement of expressiveness of students if we abandon the traditional view that expressiveness is linked exclusively to talent. The findings indicate that pedagogical work should be directed towards finding purposeful strategies for training individual expressiveness.

Keywords

• expressiveness
• musical expressiveness
• interpretation
• teaching expressiveness
• training expressiveness