{"id":15648,"date":"2020-05-20T11:22:28","date_gmt":"2020-05-20T09:22:28","guid":{"rendered":"https:\/\/www.esterpineda.com\/?page_id=15648"},"modified":"2025-10-02T19:51:49","modified_gmt":"2025-10-02T17:51:49","slug":"biographie-2-2-2","status":"publish","type":"page","link":"https:\/\/www.esterpineda.com\/index.php\/biographie-2-2-2\/","title":{"rendered":"Actualit\u00e9s et travaux en cours"},"content":{"rendered":"

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<\/h2>\n

<\/h2>\n

PARUTION SEPTEMBRE 2025<\/strong><\/h2>\n

<\/h3>\n

 <\/p>\n

 <\/p>\n

AUTEUR(E)S \/ DIR. SCIENTIFIQUE :<\/h3>\n

Ester PINEDA et Beat F\u00d6LLMI<\/h3>\n

 <\/p>\n

ISBN 978-2-813-00574-8<\/h4>\n

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UNDER REVIEW<\/h2>\n

Musical narrativity and artistic appropriation: a study on non-tonal Pieces op.12<\/em> by Mulsant<\/h3>\n

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Abstract<\/h2>\n

Several studies have addressed memory processes involved in the stages of consolidation and artistic appropriation of a musical performance. However, little work has analysed the way in which musical writing determines the cognitive strategies used by the learner from an educational perspective, particularly contemporary repertoire in which young students have a generally low level of implicit learning. This paper presents an exploratory study of the cognitive processes involved in memorizing non-tonal pieces among 20 pianists (aged 9-11) enrolled at the Jean-Philippe Rameau Conservatoire in Paris. Obtained using a mixed methodological approach our results reveal the use of extramusical supports (analogies, metaphors) to aid memorisation, among which the development of a narrative framework is favoured.<\/p>\n

Keywords:<\/strong> music cognition; memory; narrativity; music teaching; contemporary music<\/p>\n

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