P5 - D4

Memorise systematically and independently pieces from their repertoire with refinement and expressive subtlety, demonstrating a personal response to the music

Help learners to memorise selected pieces from the repertoire being learnt. Offer particular strategies for dealing with longer and more complex pieces, so that learners remember music in different ways. These could include:

  • devising ways of visualising the music, ranging from imagining a simple picture outline to a more photographic image
  • relating memory to touch and movement, e.g. finger movement, hand position and patterns of notes
  • supporting learners in knowing the sound in their heads
  • analysing the structure of the music, e.g. counting the number of times a phrase occurs,
    noting key changes and sequences, consciously remembering deviations and exit points

The aim should be for the eyes, ears and hands to work together as an integral unit.

Provide opportunities for repeated playing and testing in order for learners to develop complete security.

By memorising the music, many performers are able to:

  • focus more intimately on the music
  • have greater freedom in their playing
  • communicate more directly

However, if a musician is not comfortable performing in public without notation then this is by no means essential.

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