| dc.description.abstract | The purpose of this intrinsic case study was to explore the way in which young, developing pianists approach learning a new work, with specific reference to interpretation. Several studies address issues relating to interpretation but few focus on the younger musician’s approach to interpretation. Participants’ responses to a specifically designed analytical procedure, based on the twelve structural phenomena (Spencer & Temko:1988) and aimed to enhance the independent development of interpretation, were described. Eight female pianists, aged from 14 – 17 years, attending a secondary school, were interviewed with the purpose of gaining better understanding of their perception of interpretation and the application of their theoretical knowledge. Interviews were followed by three individual piano lessons during which the analytical procedure was applied. The computer-assisted programme, ATLAS.ti was used to code data and identify emerging themes, which were categorised. A post-view, which comprised a second interview and written reflections by participants, enabled the researcher to describe each participant’s experience and development throughout the process. Findings revealed that although young, developing musicians needed a considerable amount of guidance from their teachers, they responded positively to a structured and holistic approach. Participants had difficulty to implement their theoretical knowledge practically, but the holistic and structured approach enabled them to make independent interpretative decisions, supplied a method to apply their theoretical knowledge and allowed them to link the structural phenomena in music to implications for interpretation. The implications for education are that teachers have the responsibility to provide their students with explicit instructions regarding an effective practice approach in order to ensure their independent development as interpreters of music.
Die doel van hierdie instrinsieke gevallestudie was om die wyse waarop jong, ontwikkelende pianiste ‘n nuwe werk aanleer, met spesifieke verwysing na interpretasie, te ondersoek. Verskeie studies raak aspekte van interpretatise aan, maar min fokus op die benadering van die jong musikant. Deelnemers se reaksie op ‘n spesifiek-beplande analitiese prosedure, gebaseer op twaalf strukturele verskynsels (Spencer & Temko:1988) met die doel om die ontwikkeling van onafhanklike interpretasie te bevorder, is beskryf. Agt vroulike deelnemers, tussen 14 – 17 jaar in ‘n sekondêre skool, is ondervra met die doel om ‘n beter begrip van hul persepsie van interpretasie en die praktiese toepassing van teoretiese kennis te verkry. Onderhoude is gevolg deur drie individulele klavierlesse waartydens die analitiese prosedure toegepas is. Die rekenaarprogram, ATLAS.ti, is gebruik om temas en kategorieë te identifiseer. ‘n Nabeskouing bestaande uit opvolgonderhoude en refleksies van deelnemers het die navorser in staat gestel om elke deelnemer se ervaring en ontwikkeling gedurende die proses te beskryf. Bevindinge dui daarop dat alhoewel jong, ontwikkelende musikante heelwat leiding van hul onderwysers benodig, hul positief reageer op ‘n gestruktureerde en holistiese benadering. Deelnemers het probleme ondervind om hul teoretiese kennis prakties te implementeer. Die holistiese en gestruktureerde benadering het hulle in staat gestel om onafhanklike besluite ten opsigte van interpretasie te maak, aan hulle ‘n metode verskaf om hul teoretiese kennis prakties te implementeer en hulle te lei om strukturele verskynsels in musiek te verbind met afleidings vir interpretasie. Die implikasies vir die opvoedkunde van musiek is dat onderwysers ‘n verantwoordelikheid het om hul studente in duidelike terme toe te rus met kennis van ‘n holistiese benadering tot effektiewe oefenmetodes, wat sal verseker dat hulle as onafhanklike musici ontwikkel. | en_US |
