Memory and Confidence
Franz Liszt, a 19th century virtuoso pianist and composer, is attributed with the first complete solo recital performed by memory. As this tradition grew, it is now not unexpected for a conductor to conduct full score orchestral works from memory or soloists for concertos to perform without the musical score. Because our Suzuki pedagogy is based upon learning music like learning a language, we begin by learning by ear. The use of hearing, singing, and internalizing a melody or harmony is fundamental to music. Using our ears to learn music at our beginning stages of learning helps us to focus on making music first and learning the basic techniques that are required to produce these sounds. As we learn the notes to a tune, we can play from the heart. That is, we play "by heart" or from memory.
Because of this initial stage of playing without looking at the music score, there is some concern that we must catch up on reading music. SSN has a parallel program of music reading through our musicianship classes, and teachers spend time in lessons working on sight-reading. However, the vital skill of playing by memory is often overlooked as the student becomes more advanced and more skilled at reading. Although the tradition of playing by heart is still very strong among the pianist performers, outside of the Suzuki community traditional students do not always have this ability to play several pieces by memory in a single concert. As we listen to our book graduations and hear an entire book played by memory, it is a wonderful accomplishment and an achievement.
"Memory is about 70% confidence." I heard this someplace while growing up, and it has stuck with me. Memory is a skill that can be developed. People who say, "I have a bad memory" can learn to have a much better memory by practicing various techniques for memorizing. Confidence is key, because if you don't trust that you know something, you are not likely to test and use your memory. That is, using your memory is like a muscle that must be exercised in order to become stronger. If you are memorizing a telephone number you must use your memory a few times to remember it. If you look it up each time, then your memory is not being used, and it does not stick. The tendency is also to doubt one has a good memory, and without confidence, memory usually fails. As performers, this is why it becomes difficult to perform from memory. In the middle of a piece, doubt can set in, and that distraction leads to the memory slip (the moment when a performer "blanks" and cannot remember what comes next).
In learning the short pieces of book 1, we rely on trial and error to sound out the pieces by ear. This experimental action is very important to discovering pitches and patterns. Students should be allowed to figure out the melodies on their own. The goal of the correct notes should arrive after a few days of effort. This little bit of struggle is an important learning moment. The memory is being exercised as little bits are learned and retained as the student discovers the correct notes. Figuring out the notes on his own allows confidence to build. It is our role as adults to manage the frustration, and to allow the process to unfold.
As advanced students gain confidence as readers, they can be more reluctant and hesitant in playing by memory. When a musician plays from memory, he engages different parts of the brain and is more likely to achieve "playing by heart" with expression and feeling while not relying on reading the music. Performers may often have the musical score in front of them, but not look at it. In this case, the presence of the musical score is simply one of "giving confidence" because it is there. So, why not keep it there?
I believe that we have a role at the Suzuki School of Newton to be teaching to the whole person. We want to develop good musicians, good people, and good learners. Building confidence in the learning process of music is an important step and can be enriched by confidence in playing by memory. We know it is a challenge, and that is why we make it part of the book graduation. We are training memory but also training how to be confident in what we learned. By learning a piece thoroughly, not just the notes, we make musical expressions and playing with feeling our goal. Learning to play at a high level and to be confident are part of the by-products of playing by heart. The techniques of memory include memorizing methodically in small sections, practicing sections in backwards order, memorizing hands alone, using harmonic analysis, listening with the score open, listening with the score closed, playing under tempo, playing in random order, and so forth.
Memory and confidence are intertwined. We can build students' confidence by emphasizing learning from our mistakes. In practice sessions or in the lesson, a memory slip is a learning moment. It is an opportunity to discover what happened at that moment: was it uncertainty of the note pattern, fingering, bowings, or was it simply a momentary lapse in focus? Working through these moments takes time, encouragement, and support. If one is not confident about one's memory, then that is more the reason to work on it and spend time developing memorization as a skill.
As lifelong learners, the use of a good memory can be applied to many aspects of our lives. This takes using our memory like exercising a muscle. There is input and retrieval of information as a two-step process. One must work daily to input information that is to be memorized or retained. If one is not memorizing daily, input becomes slower similarly to unused muscles. One must also work daily to retrieve information already stored in memory. These two steps are equally important and part of having a good memory.
Summer months are a good time to make use of our memories. Students can review all their previously learned repertoire by re-inputting what was learned in lessons. Having this repertoire stored in memory is vital and leads to more successful and rapid forward progression when lessons restart in the fall. As the memory muscle becomes stronger, it gives the learner more confidence in her ability to learn.