USING A DIGITAL GRID-BASED VISUAL MECHANISM TO ENGAGE NON-SPECIALIST STUDENTS IN PIANO PERFORMANCE: EXPERIMENTAL RESULTS BASED ON MUSICXML

Abstract

This article analyzes the pedagogical potential of a digital grid-based visual mechanism designed to engage non-specialist students in piano performance by simplifying the initial stage of music notation reading. The proposed model is based on representing the solfeggio sequence Do–Re–Mi–Fa–Sol–La–Si through the numerical symbols 1–7, visualizing metrical organization through grid cells, indicating sustained note duration with the “+” symbol, and marking rests with “0”. The model was integrated into a web application capable of reading MusicXML files and converting simple melodies into a numerical grid-based instructional format. The approach was experimentally tested with more than 200 students. Survey responses and pedagogical observations indicated that students were able to learn melodies more quickly, experienced a reduced psychological barrier toward notation reading, and reported an increased interest in music learning. The findings suggest that the digital grid-based mechanism does not replace professional music notation literacy; rather, it functions as a transitional pedagogical tool that facilitates initial engagement in piano performance.