It is odd that students begin with such enthusiasm but then abandon this effort soon after.
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Category: Music
New approaches to sight reading for pianists
New approaches to sight reading for pianists What is sight-reading and how do we improve it? Sight-reading can be for[…]
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A study of inspiring Australian music teachers
A study of inspiring music teachers Inspiring Australian Music Teachers Jennifer Robinson has recently completed a Master of Music thesis[…]
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The positive relationship between music learning and academic achievement
The positive relationship between music learning and academic achievement. Recent research (Roden et al, 2014; Young et al, 2014; Johnson[…]
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Gender differences in instrumental music practice
Gender differences in instrumental music practice Are there gender differences in instrumental music practice? Hallam, et al. (2016) have recently[…]
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HAPHAZARD AND STRATEGIC INSTRUMENTAL MUSIC PRACTICE
Instrumental music practice requires an ongoing cycle of planning and self-reflection. Self-regulated learning (Zimmerman, 1989) proposes a model which highlights[…]
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Acquiring high levels of expertise in instrumental music: Deliberate practice
DELIBERATE practice: What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players? Deliberate[…]
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The 15-minute practice rule
The 15-minute practice rule Burwell and Shipton (2013) provide an illuminating insight into the practice strategies of university-level music students.[…]
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Empty Practice Syndrome
Empty Practice Syndrome “Empty Practice” Students may interpret practice differently to teachers. Students may report practising large amounts during a[…]
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Attributions for success
Attributions for success Rosevear (2003) investigates student motivation for music in schools through the framework of Attribution Theory (Weiner, 1986).[…]
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