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The purpose of this study is to understand the experiences of professional musicians about the strategies that can be used while learning piano music. In this context, the attention, repetition, articulation-organization and comprehension monitoring strategies and affective strategies used by pianists while learning a piece were examined. The study group consisted of six pianists. The design of the study is phenomenology, one of the qualitative research methods. Data were collected through a semi-structured interview form consisting of 22 questions. Interview form was formed by turning the items from the “Scale for Learning Strategies Used During Piano Courses” (Kılınçer & Aydıner-Uygun, 2013) into semi-structured open-ended questions. According to the study results, the participants’ experiences about attention strategies were gathered under the themes of marking on the note and using visual images. The participants' experiences about repetition strategies were gathered under the themes of doing repetition, memorizing and daily practicing-exercising. The participants' experiences about articulation-organization strategies were gathered under the themes of establishing similarity-difference relationship, associating with previous learning, detailing-analyzing, grouping, examining technical structure-character and playing slow. The participants' experiences about comprehension monitoring strategies were gathered under the themes of determining method, realizing the mistake-questioning, identifying difficulties, trying to make better, listening yourself/makings others listen and controlling the time. Finally, the participants' experiences about affective strategies gathered under the themes of ensuring concentration, discipline, enjoying practicing, feeling anxious, feeling-imagining.

Professional musician, piano music, learning strategies.

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