Practicing

My personal beliefs about practice are that it should be effective, fun, and a retreat from the craziness of the everyday life. It isn’t always about how much a person practices, but that the practice they do is beneficial and they learn something from it that will carry through their next practice sessions and/or lessons. Also, having unproductive practice sessions can bring about frustration and more mistakes than would happen otherwise. Making practice isn’t always fun, but having a reward for a job well done in a practice session, such as a fun piece, will make it more enjoyable. Once a student knows what makes their practice beneficial and enjoyable, they should be able to use it as a way to get away from some of the tasks that overtake their lives

A 30-Year Follow-Up Study of Actual Applied Music Practice versus Estimated Practice—Madsen

This article summarized the process and results of a study pertaining to practice of college students during an eight-week period 30 years ago. The same people—at least those who could be contacted—were asked to think back on the study and estimate how much time they really practiced. During the study, they had to keep records of their daily practice times as well as their ratings of their levels of productiveness during those practice times. In addition, they also had to keep track of how often they were distracted. To make sure these students were practicing as much as they said they were they were also randomly monitored. Overall, the results showed that people generally were not close in their estimates of their practice times; however, 89% of them agreed to this statement: “I believe that there is a close association between my highest level of music performance and total amount of deliberate practice, defined as practice activities involving specific goals and strategies.”

In discussing theories of practice, Madsen reveals two important things music educators must take into account: diligent, focused practice yields greater music achievement; and talent is not a major consideration in determining who will be an expert performer. (Madsen, 2004)

Motivational Strategies: The Outcome Starts Here –Hammel

This article discusses the views of several teachers regarding practice, with the hopes that students who practice effectively will perform well and be motivated to practice even more. One of our jobs as teachers is to educate our students on how to practice by modeling good techniques, having students demonstrate their practice techniques in lessons, and using self-evaluation as a tool for students. Hammel suggests students practice at regular, scheduled times, take breaks while practicing, and using an appealing practice area free of distractions. He also states that it is not the amount of time a student practices, but how effective and goal-oriented the practice sessions are. (Hammel, 2003)

Teach Them How to Practice—Kostka

In this article, Kostka describes the likelihood of students to continue with music based on their practice habits and enthusiasm for the subject. It is our job as teachers to encourage and teach good practice habits. We cannot simply assume students know how to practice. The tips Kostka gives include the following: create a quiet place to practice regularly; having a practice plan unique for each student; practice practicing during lessons; use aural example of repertoire, warm-ups, etc.; allow students to select some music to do for fun as a reward; teach creativity within practicing; and self-evaluate. (Kostka, 2004)

Hammel, B. (2003). Motivational Strategies: The Outcome Starts Here. American Music Teacher , 39-40.
Kostka, M. J. (2004). Teach Them How to Practice. Music Educators Journal , 23-26.
Madsen, C. K. (2004). A 30-Year Follow-Up Study of Actual Applied Music Practice versus Estimated Practice. Journal of Research in Music Education , 77-88.

I decided to interview my junior high band director, who still serves as the music teacher for grades 5-8 at Grant County Junior High in Carson, ND.

How much practice do you require of your students at each grade level, 5th-8th grade?
Required or ask? I recommend that each student practice up to 2 hours per week but parents and students say they are too busy to take the instrument home or that it is too big to carry on the bus. Those that practice show that they have the skills early in their musical career and because of that they don’t have to practice as much when they are older.

On average, how much do your students really practice?
Some do the 2 hour bit, but others just become weight to the musical organization and become frustrated over the fact they can’t play or perform.

Do you believe there should be a certain amount of time students should practice?
Very strongly yes, but they need to have motivation and desire to be better not only from me but from parents as well as themselves. Even if they would practice 15 minutes a day as average in a week’s time they would show improvement.

Or should students simply make whatever time they do practice be an effective time, whether it is more or less than the amount of time you suggest they practice?
Any time spent on the instrument is going to a help even if they just look at it or clean it, it will develop into a relationship with that instrument that they need to know.

What is your stance on practice?
Practice makes perfect, the music class setting is a rehearsal for learning the dynamics of the music and sound of any piece of music

What makes practice most effective?
A chair that is comfort able for proper posture and breathing, a music stand to hold the music a upright position, an instrument that plays well and knowing that correct name for symbols in music,(etc fermata-not birds eye)

What should students do if they become bored in their practicing?
In this day of technology there many devises to make practice fun, tape recorder, CD with an accompaniment, and if your school has the money “Smart Music” for evaluation and learning.