What about Memorizing?

By Andrea Bentz, January 2, 2017

Memorizing music is not as common as it once was, yet there are still some wonderful benefits to memorizing a special piece of music. Perhaps the most important benefit is knowing the music so well that the musician is really comfortable with it, able to play with few or no mistakes and able to draw out beautiful expression in the music as they play. The mental discipline of memorization benefits students academically, also. There are several ways to approach memorizing music to make it more certain it will be available for recall when needed. Here are a few methods to memorization, paraphrased from several blog entries on The Bulletproof Musician

1. Try memorizing a piece from the start – when you first start learning it.

Called retrieval practice, efforts to play from memory are begun as the music is first presented to the student. 

2. Mental practice can help

Auditory imagery – or being able to hear the music "in your head" should be a foundation on which memory rests.

Analysis – figuring out the harmonic, melodic, and rhythmic structure of the piece is another important aspect of mental practice.

Listening to a recording can help – once again, to support the development of the inner soundtrack of the music in your head.

3. Deliberate Memorization (also called Content Addressable Access)

This is embedding little retrieval cues (or “performance cues”) throughout the piece. Little written reminders about phrasing, dynamics, character, articulation, musical structure, and more and put directly on the page. These things aren’t necessarily related to memorizing notes, but nevertheless comprise a “mental script” of little details to focus on as you make your way through the piece. Reminders to keep you on-task, ensure that you bring out every nuance and detail, and don’t just cruise by on autopilot.

The student is encouraged to mark up a blank copy of the score with arrows and colored pen, so as to begin coming up with specific “cues” to pay attention to while practicing. Generally, four types of categories were marked:

Basic technique (e.g. positioning of her hands, the notes)

Musical structure (e.g. phrasing)
Interpretation (e.g. dynamics)
Expression (e.g. the mood or character he wanted to convey)

Taken together, these four types of cues add additional layers of information to the music, kind of like landmarks that let us know if we’re on the right path or not, and help us get back on track if we start to lose our way. It definitely takes time, but there is a good payoff!

4. Overlearning

While overlearning seems to be a good thing, it’s not so clear how much overlearning is best. More seems to be better, but there is a point of diminishing returns.  Besides, overlearning for the sake of overlearning can lead to mindless, ineffective practice, and do more harm than good. If a passage is particularly difficult to memorize, the suggestion is to play it 50% more times than it took to master it. Yes, if you are an advanced student, that could be a lot of repetition!

5. Evening/Morning Learning

A recent study showed better retention of material if the student studied in the evening before bed, then reviewed the material in the morning. (This was not a music memorization study, but did involve memorizing.) Perhaps the most efficient way to memorize is with a short session in the evening followed by another short session in the morning. 

Just a few of the ways memorization can be approached! Any student who undertakes memorization of a special piece will find reward in better mastery of the music.

Adult Students - Valued and Encouraged

Friday, July 10, 2015 by Andrea Bentz | High School and Adult

Adult Students = Valued Music Partners

Adults, consider keyboard/piano lessons! I know how adults considering piano lessons can think:

  • There’s not enough time
  • I will be terrible at the piano
  • Lessons will be intimidating
  • I don’t care for classical music
  • I don’t have a piano

 I totally understand these thoughts and many more that discourage adults from trying piano lessons. However, lessons for adults are vastly different than children’s lessons! For example:

  • Your needs and ambitions are primary. You will learn the music you love. You can even learn only the part of the piece that you love best!
  • My methods will get you through the basics quickly
  • You will create improvised music in a style you like from the first lesson
  • We will focus on the positive
  • You can record any part of the lesson. Need to remember exactly how your fingers should fit on the keys in the passage? We will video or snap a picture!
  • You can start on a keyboard and continue to use a good-quality keyboard if you wish

Research shows that there is nothing better for the brain than piano study! Using both hands on the keyboard to produce music engages every part of the brain. There are few efforts as satisfying as producing beautiful music, either. You will find the time to practice as you learn music you enjoy. Making music is good for the soul and great for the brain, too!

Adults can stop in for a conversation about lessons and their music goals, free of charge. I’d be happy to see you!