Pedagogical and institutional application

Performance Pedagogy

Turning intuition, analysis and intention into concrete, comparable and transferable decisions in sound.

Real caseListenNameTestDecide

Working with advanced performers

When knowing more is no longer enough

CSKGSince 2013Higher educationMaster’s

The difficulty arises when knowledge and intention still do not translate clearly enough into sound.

It does not replace foundational instrumental teaching: it works on listening, decision-making, repertoire and artistic responsibility.

A working sequence

A diagnostic structure, not a recipe: it can begin at any point and return to earlier stages.

01
Listen

Detect what is actually happening in the sound.
02
Name

Formulate the problem in concrete musical language.
03
Diagnose

Identify the gap between intention, score and result.
04
Test

Intervene through a useful variable and compare alternatives.
05
Decide and transfer

Choose, justify and carry the finding into another work or situation.

Working variablesDynamicsRubatoArticulationTimbre

Judgement and laboratory

Questions of aesthetics matter only when they return to sound.

Does intensity arise from musical decisions or only from effect?

What comes from the work, and what belongs to a revisable choice?

What can be intensified without losing proportion or support?

What attitude does the work require here: precision, courage, restraint or patience?

Creative Improvisation

Temporarily removing the score makes automatisms visible and allows the performer to return to the repertoire with greater awareness of alternatives.

Cross-disciplinary practice