6.2 An example of limited changes in pre- and post-training performances: Dual views between teacher's evaluation and student's self-awareness and perceived progress

This video set presents a pre- and post-intervention comparison of an overseas participant. While observable technical changes in the video were limited—primarily because the selected repertoire was not practised during the training period—the data remains highly instructive. External variables, such as inconsistent camera angles and variations in piano timbre, further necessitate a cautious interpretation of the visual-auditory evidence.The student’s self-report revealed a critical factor: the absence of repertoire-specific practice during the intervention. Consequently, the post-training recording may not serve as a representative proxy for her overall progress. Nevertheless, the participant’s weekly practice journal and post-training questionnaire consistently reported subjective improvements in playing facility and musicality following the movement retraining programme.This excerpt highlights the discrepancy between objective technical assessment and subjective personal growth. Such constraints underscore the necessity of a dialectical assessment framework—one that integrates teacher evaluation and observational data with the student’s self-reflection. This case reveals a nuanced divergence between external judgments based on immediate performance outcomes and broader indicators of longitudinal learning. While observers typically prioritise auditory and physical output, this perspective captures “invisible” progress, such as shifts in mindset, practice habits, and embodied awareness. Ultimately, this case exemplifies the need for holistic piano pedagogy: where a single snapshot may suggest static, the student’s internal data reveals significant growth in self-awareness and artistic commitment.These videos form part of a broader research project investigating the development of coordinated movement in piano performance, with applications in piano pedagogy, injury prevention, and performance enhancement.

本视频集展示了一名海外学生在干预前后的对比录像。尽管录像中可观测到的技术变化较为有限——主要原因是训练期间并未练习本次选取的演奏曲目——但该数据集仍具有极高的参考价值。此外，存在摄像机角度不统一、钢琴音色存在差异等外部变量，因此对该视听证据的解读需格外谨慎。
该学生的自我报告揭示了一个关键因素：干预过程中未针对本次选取的曲目进行专项练习。因此，训练后的录像或许无法作为其整体学习进展的代表性参照。不过，该学生的每周练习日志与训练后问卷均显示，在接受动作再训练方案后，其演奏流畅度与音乐表现力均获得了主观层面的提升。
本案例凸显了客观技术评估与主观个人成长之间的差异。这类限制条件凸显了构建辩证式评估框架的必要性：该框架需将教师评价、观测数据与学生的自我反思相结合。
本案例揭示了基于即时演奏结果的外部评价，与纵向学习的更广泛指标之间存在细微的差异。尽管观察者通常优先关注听觉与肢体输出，但本视角捕捉到了“无形”的进步，例如思维模式、练习习惯与身体觉知的转变。最终，本案例印证了整体钢琴教学法的必要性：仅凭单次影像可能会认为学习状态停滞，但学生的内在数据却显示其在自我认知与艺术投入方面均获得了显著提升。
本批录像属于一项更广泛的研究项目的组成部分，该项目旨在探究钢琴演奏中的协调动作发展，其研究成果可应用于钢琴教学、损伤预防与演奏表现提升。