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This article is from the Piano Playing from Memory FAQ, by Isako Hoshino rmmpfaq@yahoo.com with numerous contributions by
others.
3.10) Introducing difficulties (Piano Playing from Memory)
A number of psychological studies of learning indicate that
learning in the presence of difficulties, rather than in a smooth
step-by-step approach, results in better long-term retention,
although to do so prolongs the learning process (Metcalfe and
Shimamura). In the learning of tasks such difficulties include
* Learning several tasks or task portions at once.
* Varying the sequence of practice from one task or task
portion to another unpredictably.
* Having to do the same thing in a variety of different
ways.
* Varying the conditions under which the learning takes
place.
Applying the notion of doing the same thing in a variety of ways
to memorizing a piano piece might mean playing with different
rhythms or phrasing, or possibly transposing the piece.
The method of learning through introducing difficulties is used in
some piano memorization classes. After memorizing each hand
separately, students may be given the task of reversing the hands,
that is, playing each hand's part with the other hand, first
separately, and later with the hands together.
As another exercise, a piece may be divided into blocks of about
10-15 measures in length. Each block is numbered. After
memorizing the blocks, students are asked to play the blocks by
the numbers in random order.
I would say that exercises of this type probably work best when
used by an experienced teacher. In particular, an efficient
balance must be achieved between learning through variations and
learning a piece as it will finally be performed. Playing one
hand's part with the other hand may help to fix the long term
memory of the notes, but does not result in a firm memory of the
optimum fingering. This approach may have implications for the
discussion in 3.3 about whether to begin memorizing a piece when
you first learn to play the right notes.
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