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01-03-2011 | Original Article | Uitgave 2/2011 Open Access

Psychological Research 2/2011

Learning expressive percussion performance under different visual feedback conditions

Tijdschrift:
Psychological Research > Uitgave 2/2011
Auteurs:
Alex Brandmeyer, Renee Timmers, Makiko Sadakata, Peter Desain

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.

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