Teaching to practice productively and consciously: an action-research study in one-to-one instrumental music teaching

Abstract

Considerable practice is needed for success in playing an instrument. However, music students often lack a clear understanding of how to practice on their own. In the present study, we address this issue using action research because we wanted to improve teaching aimed at developing three viola students’ perceived productivity and self-awareness regarding their purposeful practice. The analysis of a teacher diary, student journals and multiple interviews to students guided us through the action research cycle. As a result, positive perceptions developed among participants regarding their solitary practice; including improved focus, being more productive, enhanced sensitivity to progression, strengthened memories on the learning paths and increased body-awareness. Negative perceptions included more stress, need for adapting to the changes and feeling tired. The implication of our results highlights the value of fostering students’ self-reflection in studio teaching.

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