Reframing Student Practice to Facilitate Lifelong, Joyful Musicianship

Abstract

Teaching students to practice independently is an important part of a music teacher’s work. Yet, many common techniques used to teach and enforce student practicing, such as practice charts and performance tests, can backfire, causing students to practice inefficiently or lose their love of music. In search of a method of teaching practicing that promotes enduring, joyful musicianship, I surveyed eighty-nine adult musicians about their practice habits and attitudes. This survey data, along with a review of current research about music learning and motivation, became the basis of a strategic approach to teaching practicing. I taught this approach to my middle school band students and evaluated its success through parent surveys, student interviews, and analysis of videotaped practice sessions. Findings indicate that it is possible to increase the effectiveness of students’ practicing without decreasing their joy. This article details this research and provides a model for reframing practicing as a personally satisfying and healthful lifetime endeavor.

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