Stambaugh, L. (2011).

When Repetition Isn’t the Best Practice Strategy: Effects of

Blocked and Random Practice Schedules. Journal of Research in Music Education,
58(4), 368-383. Retrieved from http://www.jstor.org/stable/40961660

The purpose of this study was to gauge the effects of blocked and random practice
schedules on the performance accuracy, speed, rhythmic evenness, and general attitude
of beginning band students. By practice schedules, the researchers mean the order and
duration in which students practice different fundamentals. The study investigated 41
beginning clarinet players over three practice sessions and one retention session. The
study found that no significant differences were found in the post-practice performance
and retention session. The only notable difference between the two groups was that the
blocked practice group performed significantly slower than they did at the end of
practice. This study can be used to show that scheduling and planning at the
fundamental level may not actually have an effect on the progress of beginning students.

Hsu, Y. (2000). Going Through a ‘Phrase’: Developing Musicality in Young Piano

Students by Singing. American Music Teacher, 49(5), 30-32. Retrieved from
http://www.jstor.com/stable/43545683

The purpose of this article is for the author to propose that singing helps beginning
piano students to be more musical in their practice and performance. The author states
that it can be common for beginners and young players to be too focused on technique
and completely disregard musicality. She states that is a good avenue for students to
have better musical ideas, find points of breathing in the music, and have a better
concept of overarching musical lines. In addition, the author has found that her students
tend to have better technique and tempo control as a result of singing in lessons and
practice. This resource can be used to show that musical practice and technical practice
can go hand-in-hand, even at a beginning level.

Rohwer, D., & Jeremy Polk. (2006). Practice Behaviors of Eighth-Grade Instrumental
Musicians. Journal of Research in Music Education, 54(4), 350-362. Retrieved from
http://www.jstor.org/stable/4139756

The purpose of this study was to determine if there are any differences between the
number of practice strategies students could articulate and their improvement, to
identify trends in the 5 minute practice behaviors of students, and to compare the
achievement and improvement of students based on their practice procedures. The
study investigated 65 eighth grade band students from five different middle schools. The
study found that there was a positive correlation between performance improvement
and number of verbalized practice techniques. The study found that the participants
could be divided into four categories of practicers; holistic, non-corrective practicers,
holistic, corrective practicers, analytic, reactive practicers, and analytic, proactive
practicers. The analytic practicers made significantly more improvement over the course
of the observed practice session from the baseline to the performance.
Austin, J. R., & Berg, M. H. (2006). Exploring music practice among sixth-grade band
and orchestra students. Psychology of Music, 34(4), 535-558.

The purpose of this study was to determine and describe the practice motivation and
regulation of beginning sixth grade instrumentalists. 224 band and orchestra students
from the United States were studied, representing 85 schools. The students completed a
36-item practice inventory and produced two narratives depicting a typical practice
session and practice episode involving a difficult piece of music. The study found that
orchestra students had significantly higher levels of motivation in practicing, but there
were no significant differences between band and orchestra students when it came to
frequency of practice, amount of practice, or practice regulation. A variety of regulatory
strategies were described, from strict routines to non-strategic routines. It was also
found that practice motivation and regulation were often associated with the quality of
home environment in which the students were practicing.

Miksza, P. (2012). The development of a measure of self-regulated practice behavior for

beginning and intermediate instrumental music students. Journal of Research in Music
Education, 59(4), 321-338.

The purpose of this study was to test the validity and reliability of a self-report of self-
regulated practice behaviors for beginning and intermediate instrumentalists. 302
students from grades 6 to 8 filled out a questionnaire that assessed their motives,
methods, behavior, time management, and social influences. Consistency over time and
internal consistency of this validity were assessed as well. The study confirmed that a
self-report model including self-efficacy, methods and behavior, time management, and
social influences was the best fit.

Hewitt, M. P. (2001). The effects of modeling, self-evaluation, and self-listening on

junior high instrumentalists' music performance and practice attitude. Journal of
Research in Music Education, 49(4), 307-322.

The purpose of this study was to determine the effects of modeling, self-evaluation, and
self-listening on beginning instrumentalists’ performance and attitude about practice. A
total of 82 middle school band students from grades 7 through 9 were evaluated. The
study found that participants who listened to a modal during self-evaluation improved
more than those who did not in areas of tone, accuracy, interpretation, and the overall
performance. However, improvements were not seen in intonation, technique, or
tempo. No significant findings for self-listening or practice attitude were identified.