Fujimoto Marie, Uesaka Yuri
Department of Educational Psychology, Graduate School of Education, The University of Tokyo, Tokyo, Japan.
Front Psychol. 2025 May 19;16:1543268. doi: 10.3389/fpsyg.2025.1543268. eCollection 2025.
A classical musician's role is to convey their interpretations of pre-composed pieces to audiences; however, classical musicians have been criticized for conforming to normative interpretations, demonstrating a lack of autonomy in interpretation. While a lack of interpretive autonomy may harm musicians themselves by leading to maladaptive learning behaviors and lowered well-being, this has not been thoroughly examined. Additionally, interpretive autonomy may be hindered by professional training that emphasizes reproducing normative interpretations, but the extent of this remains unclear. Therefore, we conducted case study research on eight elite piano and violin students to explore how interpretive autonomy is promoted or hindered by learning experiences, and how it influences their learning behaviors and well-being. In addition, we investigated how inhibited interpretive autonomy can be promoted by education, and how earlier learning experiences in interpretation have long-term effects in college and post-college. Using a model of internalization, we found that interpretive autonomy was promoted through need-supportive learning experiences, where students felt competent, autonomous, and related in interpretation; on the other hand, it was inhibited by need-thwarting learning experiences, where students felt incompetent, forced, and rejected in interpretation. We also found that interpretive autonomy is central to self-regulated learning behaviors and well-being. Furthermore, early need-thwarting experiences created psychological barriers to conveying intended interpretations during college and post-college, even when their needs were not directly threatened. In contrast, early need-supportive experiences enabled musicians to express original interpretations, even when they faced restrictive norms in the classical music field. Therefore, the study shows that while need-thwarting experiences, such as authoritarian teaching, parental overcontrol, and competitions were often implemented with good intentions to advance students' career success, such professional education may harm their long-term artistic growth. The study also provides hope, as interpretive autonomy could be promoted by education even after being inhibited. We conclude the article with examples of learning experiences that provide students with a sense of competence, autonomy, and relatedness in musical interpretation, offering insights into how we may transform professional education for the optimal development of students and the classical music field.
古典音乐家的角色是向观众传达他们对预先创作的作品的诠释；然而，古典音乐家因遵循规范性诠释而受到批评，这表明他们在诠释方面缺乏自主性。虽然缺乏诠释自主性可能会导致适应不良的学习行为和幸福感降低，从而对音乐家自身造成伤害，但这一点尚未得到充分研究。此外，强调再现规范性诠释的专业训练可能会阻碍诠释自主性，但其程度尚不清楚。因此，我们对八名优秀的钢琴和小提琴学生进行了案例研究，以探讨学习经历如何促进或阻碍诠释自主性，以及它如何影响他们的学习行为和幸福感。此外，我们还研究了如何通过教育来促进受到抑制的诠释自主性，以及早期的诠释学习经历如何在大学期间和大学毕业后产生长期影响。通过内化模型，我们发现，诠释自主性通过需求支持性的学习经历得到促进，在这种经历中，学生在诠释中感到有能力、自主且有归属感；另一方面，它受到需求阻碍性学习经历的抑制，在这种经历中，学生在诠释中感到无能、被迫且被排斥。我们还发现，诠释自主性对于自我调节学习行为和幸福感至关重要。此外，早期的需求阻碍性经历在大学期间和大学毕业后造成了心理障碍，即使他们的需求没有直接受到威胁，也会影响他们传达预期诠释的能力。相比之下，早期的需求支持性经历使音乐家能够表达原创诠释，即使他们在古典音乐领域面临严格的规范。因此，该研究表明，虽然诸如专制教学、家长过度控制和比赛等需求阻碍性经历往往是出于促进学生职业成功的良好意图而实施的，但这种专业教育可能会损害他们的长期艺术成长。该研究也带来了希望，因为即使诠释自主性受到抑制，也可以通过教育来促进。我们在文章结尾列举了一些学习经历的例子，这些经历能让学生在音乐诠释中获得能力感、自主感和归属感，为我们如何转变专业教育以实现学生和古典音乐领域的最佳发展提供了见解。
