Professional Documents
Culture Documents
When a Student
Selects Their Own
Repertoire? (A
Case Study) BY NOA KAGEYAMA, PH.D.
I loved Alvin and the Chipmunks as a little kid. I thought their voices
were awesome, and particularly liked their singing voices –
the Christmas song was a favorite.
Needless to say, voice lessons didn’t last very long once I discovered
that my and my voice teachers’ goals weren’t so compatible. My
enthusiasm just sort of died when I realized I wouldn’t be singing any
chipmunk songs.
Introducing Clarissa
As part of a 3-year study on musical development, Australian
researchers followed the practice habits of 157 elementary school-aged
students, a small number of which also agreed to videotape some of their
practice sessions over the course of the study.
Meh…
Clarissa was a pretty middle-of-the-road student, in that she wasn’t
extremely motivated or driven to practice, but also wasn’t particularly
unmotivated, and generally did ok once she got going.
For instance, when interviewed in Year 1, she expressed a clear
preference for avoiding challenges (“I don’t like learning hard pieces
because I find it annoying.”) in favor of playing through familiar pieces
she liked.
Over the course of the three years, Clarissa’s thoughts around practice
did evolve a bit, and she began to recognize the benefit of practicing
smaller sections rather than simply playing through a piece (“I normally
play the piece all the way through and then come back to the bits that
are bad…I practice one segment at a time.”).
For one, she spent more time working on the piece she requested than
any of the pieces her teacher assigned. About eleven times longer, in fact
(specifically, an average of 9.83 seconds per note vs. the .9 seconds per
note she averaged on the assigned pieces).
But what’s far more interesting, is that there was a dramatic change
in how she practiced this piece relative to the others.
But when she got to her chosen piece, she suddenly began utilizing more
advanced practice and learning strategies. Strategies that are typically
associated with higher-level players, like:
fingering silently (7% of her practice time vs. 2% when working
on teacher-assigned rep)
pausing to think silently (14% vs. 1%)
singing (6% vs. 0%)
varying tempo (it was the only time she ever varied the tempo
among all the taped practice sessions)
repeated run-throughs (this was the only piece Clarissa played
through more than once – in fact, she returned to this piece after working
on other repertoire, and played it through two more times)
Take action
On one hand, yes, this is just a case study of one student. However, it
seems to speak to the importance of having a problem one cares to solve
– and how willing we suddenly become to not only put in the time, but
to use that time in the most effective way.
Of course a student can’t just pick out their own repertoire all the time.
But perhaps a balance of teacher and student-selected repertoire can help
to maximize motivation, while still allowing for some structure and
exposure to standard rep?
Additional reading
For more details of the study, read a version of it here: Case study of a
novice’s clarinet practice