ABSTRACT
Ashe practiced, Gabriela commented from time to time on what she was doing. Our description of the learning process depends heavily on these comments. Although describing the pianist's activity at the keyboard provides important information about what went on in the practice sessions, it does not tell us what she was trying to accomplish. For this, the comments are much more helpful. In the next chapter, we return to the activity at the keyboard and link it more directly to its goals. First, let us see what can be learned about those goals from the pianist's account of her own activity.
