Learning expressive percussion performance under different visual feedback conditions

Psychol Res. 2011 Mar;75(2):107-21. doi: 10.1007/s00426-010-0291-6. Epub 2010 Jun 24.

Abstract

A study was conducted to test the effect of two different forms of real-time visual feedback on expressive percussion performance. Conservatory percussion students performed imitations of recorded teacher performances while receiving either high-level feedback on the expressive style of their performances, low-level feedback on the timing and dynamics of the performed notes, or no feedback. The high-level feedback was based on a Bayesian analysis of the performances, while the low-level feedback was based on the raw participant timing and dynamics data. Results indicated that neither form of feedback led to significantly smaller timing and dynamics errors. However, high-level feedback did lead to a higher proficiency in imitating the expressive style of the target performances, as indicated by a probabilistic measure of expressive style. We conclude that, while potentially disruptive to timing processes involved in music performance due to extraneous cognitive load, high-level visual feedback can improve participant imitations of expressive performance features.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Feedback, Sensory / physiology*
  • Humans
  • Learning / physiology*
  • Music*
  • Psychomotor Performance / physiology*
  • Young Adult