Exploring Enhanced Notation Display Methods to Support Music Reading Acquisition

Abstract

Learning piano requires learners to master both repetitive practice and music reading. Music reading demands the rapid and simultaneous processing of multiple pieces of score information. However, many beginners struggle to acquire effective music-reading skills and often discontinue learning. Although previous studies have identified differences in the information-processing capacity between advanced learners and beginners, the behavioral mechanisms underlying beginners’ difficulties remain unclear. This study examines how learners at different proficiency levels perceive and practice music reading during piano performances. Behavioral observation experiments were conducted with 20 participants, including beginners, experienced learners, and advanced learners. Practice behaviors were recorded, coded into ordinal data, and analyzed using DEMATEL to model the characteristic behavioral patterns across proficiency levels. The results revealed clear differences in the practice strategies. The advanced learners demonstrated stable and efficient practice sequences, whereas the beginners showed greater variability, fewer key-pressing actions, and longer practice durations. Based on these findings, this paper proposes a notational display method that provides intuitive visual support for pitch and rhythm. Highlighting reference pitches and separating beat-count information from the score facilitates beginner recognition and understanding of musical notation. These findings suggest that beginners’ difficulties reading music arise from both cognitive processing limitations and the absence of established practice strategies. This study demonstrates the potential of designing beginner-friendly notation systems by incorporating intuitive visual cues into musical notation.

Keywords: Music Reading, Musical Notation, Notation Display Methods

DOI: 10.54941/ahfe1007751