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Psychology of Music
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Musical expression: an observational study of instrumental teaching

Jessika Karlsson

UPPSALA UNIVERSITY, SWEDEN, jessika.karlsson{at}psyk.uu.se

Patrik N. Juslin

UPPSALA UNIVERSITY, SWEDEN, patrik.juslin{at}psyk.uu.se

Research has shown that both music students and teachers think that expression is important. Yet, we know little about how expression is taught to students. Such knowledge is needed in order to enhance teaching of expression. The aim of this study was thus to explore the nature of instrumental music teaching in its natural context, with a focus on expression and emotion. Lessons featuring five music teachers and 12 students were video-filmed, transcribed, content analyzed, and coded into categories of feedback and language use. Results suggested that the focus of teaching was mainly on technique and on the written score. Lessons were dominated by talk, with the teacher doing most of the talking. Issues concerning expression and emotion were mostly dealt with implicitly rather than explicitly, although some teachers used a variety of strategies to enhance expression. Although there were individual differences among teachers, a common feature was the lack of clear goals, specific tasks, and systematic teaching patterns.

Key Words: emotion • expression • feedback • music education • performance • teaching

This version was published on July 1, 2008

Psychology of Music, Vol. 36, No. 3, 309-334 (2008)
DOI: 10.1177/0305735607086040
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