A Study of the Process: A Guide for Aspiring Orchestral Violinists A DMA Document submitted to The Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS in Violin Performance in the Performance Studies Division of the College-Conservatory of Music 2019 by Sophia Lim Arriaga B.M., Vanderbilt University, 2008 M.M., University of Cincinnati, 2010 Committee Chair: Dr. Catharine Carroll Lees Abstract This document provides a guide that studies the process of preparing for orchestral violin auditions. For this subject, there are many emerging resources, with a breadth of related material ranging from personal accounts to scientific studies in the sports field and brain imaging. Today, these resources take on accessible forms such as blogs, podcasts, and online courses and schools, in addition to books and in-person instruction. Much of this material is scattered across disciplines and not within common knowledge of auditionees. This lack of education may contribute to the reporting that only a third of those who show up to auditions are “seriously eligible candidates.”1 Modern sources can fill in holes that are still found in a typical musical education, including topics related to violin playing, expert performance, orchestral auditions, scientific research related to learning and practicing, performance psychology, and injury prevention. Much of traditional violin pedagogy focuses on physical technique or performance traditions of the violin cannon. Today, studies make it possible to explore, not only physical mechanics, but also the mechanics of the mind as a combination of technique, musicality, mind, and wellness2 are all necessary for a resilient audition preparation. This guide is drawn from dozens of lessons with orchestral musicians of major orchestras, as well as the afformentioned modern resources. The first part of this guide provides an overview of the challenges presented by orchestral auditions as well as a literature review of sources available to violinists today. I, then, proceed to discuss expert performance and mindset in order to provide a framework for the main body of the undertakings involved in the process that is discussed. Injury prevention and self-care are also discussed as these topics are crucial for any long career in music but are not typically addressed in schools. I discuss the process of 1 Niles, Laurie. "Interview with LA Phil Assistant Concertmaster Nathan Cole: Online Teaching and Preparing for Auditions." Violinist.com. Accessed February 18, 2019. https://www.violinist.com/blog/laurie/20136/14750/. 2 Jenkins, Rachelle. "The Four Pillars of Audition Preparation." Audition Playbook. August 25, 2018. Accessed February 20, 2019. https://www.auditionplaybook.com/blog/four-pillars. ii research and organization as it pertains to violinists preparing for auditions, compiling views from various professional orchestral musicians. The next portion of my document is devoted to note learning, which I explore in relation to theories of motor learning. A discourse on the explicit phase of learning and refining of excerpts follows. The next portion of this document is dedicated to the topic of mock auditions. I also address psychological elements of performance that may prove useful in the audition preparation process. Research for this document involved compiling and synthesizing information from various courses, books, blogs, podcasts, and violin lessons. I experimented with ideas from this array of sources and documented the results in audio recordings in order to vet their effectiveness in both the practice room and on stage in live auditions. iii Copyright © 2019 by Sophia Lim Arriaga All rights reserved. iv Table of Contents Abstract ................................................................................................................................................... ii Table of Contents .................................................................................................................................... v Table of Figures ................................................................................................................................... viii Introduction: The Importance of a Process .............................................................................................. 1 Chapter 1 ................................................................................................................................................. 5 The Audition ....................................................................................................................................... 5 A Literature Review: The Emergence of New Ways of Coping ......................................................... 11 Methodology ..................................................................................................................................... 21 Chapter 2: The Science of Expertise ..................................................................................................... 22 Introduction ....................................................................................................................................... 22 Talent ................................................................................................................................................ 23 Hours of Practice: A Study of Berlin Violinists ................................................................................. 27 Mental Representations: The Case Study Pianist Gabriel Imreh ......................................................... 31 The Brain .......................................................................................................................................... 34 The Practice Model ............................................................................................................................ 35 Further Thoughts About Practice ....................................................................................................... 41 Implications for Auditionees .............................................................................................................. 43 Chapter 3: Mindset ................................................................................................................................ 44 Overview ........................................................................................................................................... 44 Fixed vs. Growth Mindset .................................................................................................................. 45 Mindset Research .............................................................................................................................. 49 Teaching Students About Their Brains Can Enhance Performance ..................................................... 51 Everyone Has a Combination of Fixed and Growth Mindsets ............................................................. 52 Journey to a Growth Mindset ............................................................................................................. 53 Chapter 4: Injury prevention ................................................................................................................. 55 The Problem ...................................................................................................................................... 55 Contributing Factors .......................................................................................................................... 57 Prevention ......................................................................................................................................... 60 Set-Up ............................................................................................................................................... 64 Chapter 5: Self-Care .............................................................................................................................. 72 Overview ........................................................................................................................................... 72 Sleep ................................................................................................................................................. 73 v Exercise............................................................................................................................................. 77 Burn out ............................................................................................................................................ 78 Chapter 6: Organization and Research .................................................................................................. 80 Overview ........................................................................................................................................... 80 A Healthy Schedule ........................................................................................................................... 80 The Calendar ..................................................................................................................................... 82 For Those Who Hate Planning ........................................................................................................... 84 Other Practice Routine Tricks: Interleaved Practice...........................................................................