Kelly Jakubowski

Despite more than a century of research on music memorization and practicing strategies, there is a lack of comprehensive evidence on how instrumental music teachers teach memorization to children and adolescents in one-to-one lessons. The present qualitative study investigated the diversity of ways in which music memorization is taught in one-to-one piano lessons. Piano teachers (N = 37) completed an online survey collecting qualitative responses regarding music memorization. Participants were asked to give a brief description of music memorization, how they memorize as performers and how they teach music memorization to their students, amongst other questions. Results indicate that music memorization is perceived by most teachers as a skill that develops through practice rather than a natural talent. Reported strategies for teaching memorization fell into four categories: aural, visual, kinesthetic, and analytical, which align with previous theoretical conceptualizations of musical memorization. Recurring mentions of muscle memory practice and music theory knowledge suggest that kinesthetic and analytical methods are qualitatively dominant in the way teachers 1) define music memorization, 2) memorize as performers, and 3) teach music memorization. This suggests that aural and visual memorization methods might be less explored by piano teachers of children and adolescents and future research could be conducted in this area.