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

References

• Anderson, L. 2006. “Analytic Autoethnography.” Journal of Contemporary Ethnography 35 (4): 373–395. doi:10.1177/0891241605280449.
   Web of Science ®Google Scholar
• Atkinson, P. 2006. “Rescuing Autoethnography.” Journal of Contemporary Ethnography 35 (4): 400–404. doi:10.1177/0891241606286980.
   Web of Science ®Google Scholar
• Barry, N. H. 2007. “A Qualitative Study of Applied Music Lessons and Subsequent Student Practice Sessions.” Contributions to Music Education 34: 51–65.
   Google Scholar
• Barry, N. H., and S. Hallam. 2002. “Practice.” In The Science & Psychology of Music Performance: Creative Strategies for Teaching and Learning, edited by R., Parncutt and G. E., McPherson, 151–165. Oxford: Oxford University Press.
   Google Scholar
• Bartleet, B. L. 2009. “Behind the Baton: Exploring Autoethnographic Writing in a Musical Context.” Journal of Contemporary Ethnography 38 (6): 713–733. doi:10.1177/0891241609341638.
   Web of Science ®Google Scholar
• Brown, J. E. 2009. “Reflective Practice: A Tool for Measuring the Development of Generic Skills in the Training of Professional Musicians.” International Journal of Music Education 27 (4): 372–382. doi:10.1177/0255761409345437.
   Web of Science ®Google Scholar
• Burnard, P. 2006. “Rethinking the Imperatives for Reflective Practices in Arts Education.” In Reflective Practices in Arts Education, edited by P., Burnard and S., Hennessy, 3–12. Dordrecht: Springer.
   Google Scholar
• Burwell, K., and M. Shipton. 2011. “Performance Studies in Practice: An Investigation of Students’ Approaches to Practice in a University Music Department.” Music Education Research 13 (3): 255–271. doi:10.1080/14613808.2011.603041.
   Web of Science ®Google Scholar
• Chaffin, R., and G. Imreh. 2001. “A Comparison of Practice and Self-report as Sources of Information about the Goals of Expert Practice.” Psychology of Music 29 (1): 39–69. doi:10.1177/0305735601291004.
   Google Scholar
• Chaffin, R., G. Imreh, and M. Crawford. 2012. Practicing Perfection: Memory and Piano Performance. New York: Psychology Press.
   Google Scholar
• Chaffin, R., and A. F. Lemieux. 2004. “General Perspectives on Achieving Musical Excellence.” In Musical Excellence: Strategies and Techniques to Enhance Performance, edited by A., Willamon, 19–39. Oxford: Oxford University Press.
   Google Scholar
• Creswell, J. W. 1998. Qualitative Inquiry and Research Design: Choosing Among the Five Traditions. Thousand Oaks, CA: Sage.
   Google Scholar
• Eisner, E. W. 1991. The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: MacMillan.
   Google Scholar
• Ericsson, K. A., R. T. Krampe, and C. Tesch-Romer. 1993. “The Role of Deliberate Practice in the Acquisition of Expert Performance.” Psychological Review 100 (3): 363–406. doi: 10.1037/0033-295X.100.3.363
   Web of Science ®Google Scholar
• Ericsson, K. A., and A. C. Lehmann. 1996. “Expert and Exceptional Performance: Evidence of Maximal Adaptation to Task Constraints.” Annual Review of Psychology 47: 273–305. doi: 10.1146/annurev.psych.47.1.273
   PubMed Web of Science ®Google Scholar
• Gaunt, H. 2008. “One-to-one Tuition in a Conservatoire: The Perceptions of Instrumental and Vocal Teachers.” Psychology of Music 36 (2): 215–245. doi:10.1177/0305735607080827.
   Web of Science ®Google Scholar
• Gouzouasis, P., D. Bakan, J. Ryu, H. Ballam, D. Murphy, D. Ihnatovych, Z. Virag, and M. Yanko. 2014. “Where Do Teachers and Learners Stand in Music Education Research? A Multi-voiced Call for a new Ethos of Music Education Research.” International Journal of Education & the Arts 15 (15): 2–23.
   Google Scholar
• Gouzouasis, P., and J. Y. Ryu. 2015. “A Pedagogical Tale from the Piano Studio: Autoethnography in Early Childhood Music Education Research.” Music Education Research 17 (4): 397–420. doi:10.1080/14613808.2014.972924.
   Web of Science ®Google Scholar
• Hallam, S. 2001. “The Development of Metacognition in Musicians: Implications for Education.” British Journal of Music Education 18 (1): 27–39. doi: 10.1017/S0265051701000122
   Google Scholar
• Hallam, S., T. Rinta, M. Varvarigou, A. Creech, I. Papageorgi, T. Gomes, and J. Lanipekun. 2012. “The Development of Practising Strategies in Young People.” Psychology of Music 40 (5): 652–680. doi:10.1177/0305735612443868.
   Web of Science ®Google Scholar
• Harrison, S. D. 2012. “‘Letting go’: An Auto-ethnography of Higher Degree Supervision in Music.” International Journal of Music Education 30 (2): 99–110. doi:10.1177/0255761412439927.
   Web of Science ®Google Scholar
• Holman Jones, S. 2005. “Autoethnography: Making the Personal Political.” In The Sage Handbook of Qualitative Research, 3rd Edition, edited by N. K., Denzin and Y.S., Lincoln, 763–792. Thousand Oaks, CA: Sage.
   Google Scholar
• Jørgensen, H. 2000. “Student Learning in Higher Instrumental Education: Who Is Responsible?” British Journal of Music Education 17 (1): 67–77. doi: 10.1017/S0265051700000164
   Google Scholar
• Jørgensen, H. 2004. “Strategies for Individual Practice.” In Musical Excellence: Strategies and Techniques to Enhance Performance, edited by A., Willamon, 85–103. Oxford: Oxford University Press.
   Google Scholar
• Koopman, C., N. Smit, A. de Vugt, P. Deneer, and J. den Ouden. 2007. “Focus on Practice-relationships Between Lessons on the Primary Instrument and Individual Practice in Conservatoire Education.” Music Education Research 9 (3): 373–397. doi:10.1080/14613800701587738.
   Google Scholar
• Kostka, M. J. 2002. “Practice Expectations and Attitudes: A Survey of College-level Music Teachers and Students.” Journal of Research in Music Education 50 (2): 145–154. doi:10.2307/3345818.
   Web of Science ®Google Scholar
• Krampe, R. T., and K. A. Ericsson. 1996. “Maintaining Excellence: Deliberate Practice and Elite Performance in Young and Older Pianists.” Journal of Experimental Psychology: General 125 (4): 331–359. doi: 10.1037/0096-3445.125.4.331
   PubMed Web of Science ®Google Scholar
• Langer, E. J. 1989. Mindfulness. Reading, MA: Addison-Wesley.
   Google Scholar
• Langer, E. J. 1997. The Power of Mindful Learning. Reading, MA: Addison-Wesley.
   Google Scholar
• Lee, K. V., and P. Gouzouasis. 2017. “Tommy’s Tune: Autoethnographic Duet.” Qualitative Inquiry 23 (4): 316–320. doi:10.1177/1077800416659081.
   Web of Science ®Google Scholar
• Leon-Guerrero, A. 2008. “Self-regulation Strategies Used by Student Musicians During Music Practice.” Music Education Research 10 (1): 91–106. doi:10.1080/14613800701871439.
   Web of Science ®Google Scholar
• McPherson, G. E., and J. Renwick. 2001. “A Longitudinal Study of Self-regulation in Children’s Musical Practice.” Music Education Research 3 (2): 169–186. doi:10.1080/14613800120089232.
   Google Scholar
• Miklaszewski, K. 1989. “A Case Study of a Pianist Preparing a Musical Performance.” Psychology of Music 17 (2): 95–109. doi:10.1177/0305735689172001.
   Google Scholar
• Miksza, P. 2007. “Effective Practice: An Investigation of Observed Practice Behaviors, Self-reported Practice Habits, and the Performance Achievement of High School Wind Players.” Journal of Research in Music Education 55 (4): 359–375. doi:10.1177/0022429408317513.
   Web of Science ®Google Scholar
• Miksza, P. 2013. The Effect of Self-regulation Instruction on the Practicing, Performance Achievement, and Self-efficacy of Advancing Wind Players. Paper presented at the Eighth International Research in Music Education Conference, Exeter, UK.
   Google Scholar
• Miksza, P., S. Prichard, and D. Sorbo. 2012. “An Observational Study of Intermediate Band Students’ Self-regulated Practice Behaviors.” Journal of Research in Music Education 60 (3): 254–266. doi:10.1177/0022429412455201.
   Web of Science ®Google Scholar
• Miksza, P., and L. Tan. 2015. “Predicting Collegiate Wind Players” Practice Efficiency, Flow, and Self-efficacy for Self-regulation.” Journal of Research in Music Education 63 (2): 162–179. doi:10.1177/0022429415583474.
   Web of Science ®Google Scholar
• Nielsen, S. 2001. “Self-regulating Learning Strategies in Instrumental Music Practice.” Music Education Research 3 (2): 155–167. doi:10.1080/14613800120089223.
   Google Scholar
• Palmer, P. J. 1998. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Pike, P. D. 2014. “Behind the Practice Room Door: A Case Study of Second-year Piano Majors.” MTNA e-Journal 5 (3): 11–23.
   Google Scholar
• Pike, P. D. 2016. “Autonomous Practice: A Comparison of Self-regulation among First-year Music Majors and Implications for Instructors.” MTNA e-Journal 8 (1): 2–12.
   Google Scholar
• Pike, P. D. 2017. “Self-regulation of Teenaged Pianists During At-home Practice.” Psychology of Music, 1–13. Advance Online Publication. doi:10.1177/0305735617690245.
   Web of Science ®Google Scholar
• Pitts, S., J. Davidson, and G. McPherson. 2000. “Developing Effective Practise Strategies: Case Studies of Three Young Instrumentalists.” Music Education Research 2 (1): 45–56. doi:10.1080/14613800050004422.
   Google Scholar
• Schön, D. A. 1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Sikes, P. L. 2013. “The Effects of Specific Practice Strategy use on University String Players’ Performance.” Journal of Research in Music Education 61 (3): 318–333. doi:10.1177/0022429413497225.
   Web of Science ®Google Scholar
• Vryan, K. D. 2006. “Expanding Analytic Autoethnography and Enhancing Its Potential.” Journal of Contemporary Ethnography 35 (4): 405–409. doi:10.1177/0891241606286977.
   Web of Science ®Google Scholar
• Zimmermann, B. J. 2000. “Attaining Self-regulation: A Social Cognitive Perspective.” In Handbook of Self-Regulation, edited by M., Boekaerts, P.R., Pintrich, and M., Zeidner, 13–39. San Diego, CA: Academic Press.
   Google Scholar