Exploring self-regulation through a reflective practicum: a case study of improvement through mindful piano practice

ABSTRACT

Learning to self-regulate during practice is one of the most important skills that music majors must learn. Yet, because practising tends to occur mostly in private, there can be a disconnect between instructors’ approaches to teaching practice skills in the lesson and students’ actual behaviour in the practice room. This case study explored the potential for using a four-month long reflective practicum, where a faculty coach observed one student’s practice sessions and together they engaged in shared reflection, discussion, and exploration of various components of self-regulation. Seven aspects of self-regulation, related to forethought, volitional control, or self-reflection, emerged as needing improvement. The practice of self-reflection and dialogue between coach and pupil helped the piano student to increase self-regulation, and improve attributions and intrinsic motivation during practice.

KEYWORDS:

• Mindfulness
• music education
• piano
• practice
• reflective practice
• self-regulation

Disclosure statement

No potential conflict of interest was reported by the author.

Note on contributor

Pamela D. Pike, Ph.D. is the Aloysia L. Barineau Associate Professor of Piano Pedagogy at Louisiana State University, where she teaches group piano, applied piano, and piano pedagogy. Pike has won awards for both teaching and research articles. She frequently presents papers and workshops at international and national piano teacher and music education conferences. Research interests include group piano, teaching adults, and distance education.