THE EFFECT OF “WRITING FROM MEMORY” FORMED MENTAL PRACTICE ON PIANO PERFORMANCE SKILL IN HIGH LEVEL SCHOOL STUDENTS

Abstract

Objective: The study conducted an experiment aimed at investigating the efficacy of mental practice on the learning outcomes of piano students. Methodology: The experiment centered on two comparable art high schools, with forty-four first and second-grade students randomly divided into two groups: Group A (experimental) and Group B (control). Pre-tests were administered concurrently to both groups and graded by three expert professors using the ABRSM scoring system. Following this, Group A underwent six weeks of mental practice training, specifically in the form of transcription. Post-tests were then conducted for both groups under identical conditions, graded by the same professors. Statistical analyses, including paired t-tests for within-group comparisons and independent sample t-tests for between-group comparisons, were employed to analyze the results. Finding: The findings revealed a significant improvement in the learning efficiency of high school piano students following mental practice training, particularly in the form of transcription.