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Professional Musicians' Approaches to the Learning and Interpretation of Music

Department of Educational Psychology and Special Educational Needs, Institute of Education, University of London, 25 Woburn Square, London, UK, WC1H OAA

The purpose of this study was to investigate the approaches of professional musicians to the learning and interpretation of music. Semi-structured interviews were conducted with 22 practising freelance musicians spanning a wide range of age and experience and encompassing most of the traditional orchestral instruments. The findings were considered in relation to current psychological models of adult learning and intellectual development. Pask's (1976) model of learning provided appropriate categorisations for many of the statements made by the musicians, although intuitive and analytic approaches were also identified. In addition, considerable individual diversity was identified in the level of spontaneity or planning considered acceptable in relation to performance. The intellectual developmental scheme proposed by Perry (1970) also provided an appropriate basis for considering differential levels of musical development. Educational implications and criteria for the formulation of future models to account for the learning and interpretation of music are discussed.

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