Practicing

The first article I found, “Goals for Practice and Performance, and Mind-Body Approach¸” actually draws attention to some of the techniques that I use for practicing. One technique is call the conscious voluntary movement exercise (CVME) which includes focusing on and slowly moving one part for limited ranges before practice to help you focus before you start as a form of meditation. Students can then modify this exercise each day so that it won’t become monotonous and it keeps them engaged. The article also suggests using the CVME before a performance to help a student focus their mind and energy towards performing.

Beers, D.Y. (2006) Goals for Practice and Performance, the Mind-Body Approach. The American Music Teacher, 56(1), 24-27. Retrieved from Wilson Web Database.

Although this second article is written towards piano students, I believe it can be used for any focus area. “Self-Directed Practice and Performance” talks about building up a “tool-box” of ideas and techniques to use in the practice room, and how to set goals for each student as they practice. It also mentions how you should stress the importance of taking notes and marking music during lessons so that they know exactly what to work on later. Lastly it advises setting up pre- and post-performance goals for students so they know what to work up to and how to look at their performance afterwards.

Pearce, E.T. (2004) Self-Directed Practice, A Key to Both Student Success and Motivation. The American Music Teacher, 54(2), 29-30. Retrieved from Wilson Web Database.

The third piece is also written for the piano student, but like the other article I think these skills and tips can be transferred to practicing any instrument. This article stresses that we must focus on students’ musical and technical skills during their lesson so that it can transfer to their practicing. Introducing broad ideas are good in that they are flexible enough to include all of the finer details that will come along later in practicing. It also brings up the point that because every piece a student plays is different, many of the practice techniques will be different as well.

Cooper, T. (2004) Small Moments—Big Impact: Teaching First-Year Students How to Practice. The American Music Teacher, 54(2), 33-34. Retrieved from Wilson Web Database