Jorge Oliveira wrote:
andreas777 wrote:Thank you. To learn and then to memorize a piece was never a problem for me. I use my own "special" method to memorize pieces that makes it quite simple (I think I described this method already somewhere in the forum)...
I only joined the Forum end of previous year so I did not read the post where you explained your "special" method to memorize pieces. Would you dig up for me? I would be most grateful
Sure, here are the links to my 2 posts:viewtopic.php?f=1&t=106920&start=3viewtopic.php?f=1&t=106920&start=10
I think everyone has its own approach and what seems to be the right learning and memorizing method for me might not work for someone else.
The key elements are:
* First I listen to a recording so I'm are aware of the character of a piece (including the correct speed).
* I fully specify the LH and RH fingering of a piece. By using exactly the same fingering every time it will be easier to memorize it later on.
* I use a "greedy approach" and learn the complete piece at once. I know there are forum members who prefer to split a piece in sections and learn it bar by bar, but imho the progress is better when you learn the complete piece. (This doesn't mean I always play the piece from the beginning to the end.)
* I play and learn several pieces in parallel by sight reading.
(so far nothing really special)
* When I feel comfortable with the performance of one piece, then I memorize it in one single day! (Like "Julia Florida" that I memorized today.)
- I don't memorize the notes, at least not during this single day, but I memorize some logical elements of the piece and mainly the finger positions and movements on the fret board. The goal is to create a movie of finger movements and sequences in my head with the help of visualization techniques.
- An important aspect of this process is to make and accept errors. When I play the piece until I don't remember how to continue, but I remember how it should sound, then this will generate some curiosity and anger: "I have played this part 1000 times before and now I have no idea how to play it."
Then I look at the sheet in front of me and play it again. The curiosity and anger helps me to store the missing part in my memory. (You should use a similar approach when teaching children. If they should remember what you teach them, then it's a good idea to make them curious about the topic and generate questions before you deliver the answers.)
* The next days I still concentrate on the memorized piece and I try to move it from short-term memory to long-term memory.