Maximizing Musical Memory with Notetaking

By Caileen Wan

PART 1: WHAT IS DECLARATIVE MEMORY?

The basis of memory is the synapse (Queensland Brain Institute 2016). Synapses are connections between neurons, the cells that make up our brain. When you form new thoughts or connections, new synapses are created. When you repeatedly recall a topic, related synapses are strengthened. When you don’t think about an event for a long time, related synapses are weakened and can eventually be eliminated, which is why you forget things. This entire process is known as synaptic plasticity. 

Declarative — also known as explicit — memory is a specific type of memory rooted in active recall of facts, memories, and events. For example, if someone asks you about the flavor of your last birthday cake or what year the Gettysburg Address was given, you have to stop and recall the information. You’re using your declarative memory!

Declarative memory is first encoded in the temporal lobe (hippocampus, amygdala, and surrounding cortical areas) of the brain. Memories then travel to the outside of the brain (specifically the neocortex), where they are then consolidated (Queensland Brain Institute 2016).

During encoding, the hippocampus categorizes new events and information alongside other things you’ve already learned (Eichenbaum 2001). This process is useful for several reasons.

1. Once events are sequenced in chronological order, you can quickly identify how long ago something happened and what other events happened around that time. For example: My piano teacher told me [this comment] two months ago, right after [this competition].

2. The hippocampus also identifies commonalities between events and categorizes them by similar content and context. This allows you to brainstorm related ideas, find patterns in new information, and create stronger connections with existing memories. For example: This adjudicator told me my bow hold is too tight. My teacher also told me something similar last month. I saw another student getting feedback on how to fix their tight bow hold online. 

PART 2: HOW DO YOU IMPROVE DECLARATIVE MEMORY?

So how should you use this information? Well, most students are already familiar with academic study tips that help optimize declarative memory: flashcards, active recall, spaced repetition, diverse content format (textbook, videos, etc.), and various note-taking techniques. 

Active recall and spaced repetition force you to constantly recall the same piece of information. By repeatedly activating the same synaptic pathway to recall the information, your memory is strengthened and you can more easily recall it during a test. 

Note-taking techniques like mapping and charting force you to create connections between different topics. Not only are you activating individual synaptic pathways, you’re creating new synapses between topics that strengthen your memory.

PART 3: HOW DO YOU IMPROVE YOUR MUSIC PLAYING?

The academic techniques mentioned in the earlier section also work extremely well for music learning. In music lessons, feedback and advice is bought. Every minute costs something, so forgetting or failing to apply a piece of feedback is an unfortunate waste of money. That’s why it’s so important to treat music lessons with the focus and intention to memorize as an academic class. 

Think of it this way: every lesson is a learning opportunity, but it’s also a test. If you don’t apply all the feedback from previous weeks, you’ve failed. It’s not just about preparing your vibrato exercises, practicing an hour every day, and hoping for the best. It’s about resolving every comment your teacher makes and passing your “test” with flying colors. It’s about going into the next lesson with the determination to spend your time only learning new information.

To achieve this, you have to remember all the information from your lessons. Absorbing feedback during the lesson isn’t enough. The information should be recorded. I find it incredibly helpful to record my lessons, watch my recordings, and copy down my teacher’s comments and suggestions in a document, just as how I’d take notes on an academic lecture. I can then create a checklist and check off comments as I resolve them. 

Additionally, by organizing all the spots I need to work on in one place, I can plan more efficient practice sessions. Some spots need to be practiced every day, while others can be fixed in a single session. Some spots need hours, while others need just 15 minutes. I can then create a practice schedule to ensure I get maximum repetition, spend my time wisely, and ensure I don’t repeat those mistakes again. 

CONCLUSION

It’s easy to get caught up in the fancy techniques and dazzling awards of music learning, but at the end of the day, we’re students. Our job is to learn, and the secrets of academic success can hugely benefit music learning. 

Expect efficiency from every practice session. Approach every lesson as a test. Find what practice techniques work best for you. And finally, don’t pick up your instrument right away. Think about what and how to improve. Organize your thoughts. Plan your practice. Strengthen your memories!

CITATIONS

1. Queensland Brain Institute. (2016b, December 2). How are memories formed? The University of Queensland. https://qbi.uq.edu.au/memory/how-are-memories-formed

2. Queensland Brain Institute. (2016c, December 2). Where are memories stored in the brain? The University of Queensland. https://qbi.uq.edu.au/memory/where-are-memories-stored

3. Eichenbaum, H. (2001). The hippocampus and declarative memory: cognitive mechanisms and neural codes. Behavioural Brain Research, 127(1-2), 199–207. https://doi.org/10.1016/s0166-4328(01)00365-5