The importance of practise is self-evident to instrumental teachers and parents, who will put considerable energy into ensuring that pupils work between lessons to maintain progress on their instrument. A longitudinal study at the University of New South Wales, Sydney, has been investigating the cognitive strategies used by young instrumentalists when they practise, relating this and other factors, such as environment, motivation and general ability, to the progress that is made in the first years of learning. In this paper, case studies of three of the pupils involved in that study will be used to demonstrate the range of practise strategies that children devise, and to analyse their efficiency in promoting musical development. The implications for teachers and parents will be considered, and a definition of ‘effective practise’ sought.
Developing Effective Practise Strategies: Case studies of three young instrumentalists
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.