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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. [ABSTRACT FROM PUBLISHER]

Helping young musicians learn how to practice effectively is a challenge faced by all music educators. This article presents a system of individual music practice instruction that can be seamlessly integrated within large-ensemble rehearsals. Using a step-by-step approach, large-ensemble conductors can teach students to identify and isolate difficult passages, select appropriate practice strategies, and make improvements to their playing. This model of practice instruction draws on Albert Bandura’s concept of observational learning, as well as music education research. [ABSTRACT FROM PUBLISHER]

Brain research indicates that repetition is of vital importance in the learning process. Repetition is an especially useful tool in the area of music education. The success of repetition can be enhanced by accurate and timely feedback. From “simple repetition” to “repetition with the addition or subtraction of degrees of freedom,” there are many forms of repetition that can be successfully adapted to music education. Descriptions of each form of repetition are provided, along with accompanying rehearsal strategies that can be implemented in the classroom. Music teachers can avoid the pitfalls of boredom and mindless repetition by constantly shifting teaching strategies and including new goals and framing techniques. Using these strategies wisely, music educators can provide meaningful, refreshed, and powerful teaching and learning opportunities for both themselves and their students. [ABSTRACT FROM PUBLISHER]