Real-Time Visual Feedback for Learning to Perform Short Rhythms with Expressive Variations in Timing and Loudness

Abstract

According to learning theories and empirical observations, communication between teachers and students is a crucial factor in effective learning of musical expressions. One possibility for improving this communication could be the introduction of visual feedback (VFB) in the lesson. In the current study, a new type of real-time VFB is proposed, which represents changes in acoustical parameters (loudness and timing) as parameters of an abstract visual image (size and shape). We evaluated the effects of using VFB on imitations of timing and loudness deviations in simple rhythmic patterns. We also studied how learned skills transfer to the same task with new rhythms, as well as to new tasks. Twenty-four amateur musicians participated in the experiment that included both imitation and perception tasks. Results indicated that the VFB was helpful for improving to imitate loudness patterns, while it did not enhance improvement of learning timing patterns. Analysis of transfer of learning effects indicated that learned skills to imitate rhythms were transferred when tasks were similar: skills transferred to the same task (to imitate new rhythm) but not to new task (perception).

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