Classroom and instrumental motivation research in Music Education
One-to-one instrumental lessons are common for music students. For many of us, this is how we learned over many years. Despite evidence and research into effective classroom and applied music studio teacher at university level, little is known about expertise in studio music teaching at a local level (ie: your local piano or violin teacher).
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It is odd that students begin with such enthusiasm but then abandon this effort soon after.
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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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Gender differences in instrumental music practice Are there gender differences in instrumental music practice? Hallam, et al. (2016) have recently[…]
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Musical aspirations: The development of expertise Hallam, et al. (2016) have recently released results of a large-scale study of adolescent musicians,[…]
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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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DELIBERATE practice: What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players? Deliberate[…]
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Advanced musicians and instrumental practice self-regulation Araujo (2015) explored the self-regulated practice behaviours of advanced musicians and in doing[…]
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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” Students may interpret practice differently to teachers. Students may report practising large amounts during a[…]
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