Understanding the creative process in the shaping of an interpretation by expert musicians: Two case studies
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article presents the methodology and partial results of a study on the creative processes underlying nine performers’ interpretations of a single musical work. Data were collected by videotaping rehearsals and soliciting musicians’ verbalizations of the rehearsal process. Musicians also completed a reflexive questionnaire, and an independent third party observed and described the musicians’ actions. The data were first assessed through content analysis. Subsequently, interview techniques borrowed from phenomenology were used: self-confrontation interviews, which enable the verbalization of the action a posteriori; and explicitation interviews, which facilitate access to the preconscious processes and enable a detailed description of the action. Preliminary results for two performers demonstrate the varied strategies that musicians use to create original interpretations. The strategies observed were congruent with the existing literature and include alternation between divergent and convergent thinking and creative associations. Nevertheless, our results also suggest the existence of a phase step of artistic appropriation specific to each musician.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it