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Miksza - RIME Presentation - Exeter, UK

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Peter Miksza

on 3 April 2013

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Transcript of Miksza - RIME Presentation - Exeter, UK

Application Identifying musical features that present personal challenges

Analyze repertoire for structural cues (melodic, rhythmic, patterns, sequences)

Incorporate rest and reflection - checking in, stretch, relax

Self-evaluate in an honest and gentle way Background The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players Practice is fundamental Method 28 undergraduates (M = 20yrs)
Brass/WW
Private study at 12 yrs
130 mins/Day
2 sessions/Day Results Results Self-efficacy Discussion Both approaches generally effective
Aligned with previous research on quality practice Time
Novice (McPherson, 2005)
Intermediate (Sloboda et al., 1996)
Advanced (Sosniak, 1985) Quality vs. Quantity (Lehmann & Ericson, 1997; Miksza, 2007; Williamon & Valentine, 2000) Time Method/Behavior Environment Social Influences Motive Self-Regulation
(McPherson & Zimmerman, 2002) Interventions
Mental Rehearsal (Cahn, 2008)
Modeling (Hewitt, 2001)
Rest/Sleep (Cash, 2009) Behaviors
Novice/Professional (Hallam, 1997)
Repetition (Miksza, 2011)
Analytic/Holistic (Rohwer & Polk, 2006)
Cognitive strategy/Metacognition (Leon-Guerrero, 2008; McPherson & McCormick, 2006) Self-beliefs
Goals
Etc. Practice strategies
Self-evaluative abilities Planning
Managing use of time
Rest/recovery Help-seeking Space for focus
Concentration Purpose ...to examine the relative effectiveness of two pedagogical interventions on the practice behavior, performance achievement, and musical self-efficacy of advanced wind players... Randomly assigned to conditions
Meeting
Day 1 - record practice, perf, questionnaire
Day 2 through 5 - view video
Day 5 - record practice, perf, questionnaire Format (15-17 minutes):
Narratives (research)
WW/Brass demos (grad students)
Summaries
Recall checks Contents:
Structuring the practice environment
Concentration
Goal-setting via personal tendencies
Planning
Self-evaluation
Rest/reflection
Slowing
Repetition (whole-part; chaining)
Singing/Whistling Buzzing Intervention Sample Procedure Measures Etudes adapted for Day 1 and 5
Equivalent difficulty
Performance achievement
Pre- Post- Day 1 Day 5 (.79 to .96)
Behavioral analysis (83%)
Frames (time, measure), Objective (basic vs. nuance), Strategy
Self-efficacy (Hendricks, 2009) (.87 to .93) Performance achievement Practice Frames Practice objectives Practice behaviors Means increased, more for treatment
But non-significant Significant change on Days 1 and 5
Greater gains made by experimental condition
F (1, 25) = 73.5, p = .02, n2 = .19
ANCOVA - Day 1 change as covariate 10 to 11 frames on average
1 to 2 minutes
No significant differences Significantly more "nuanced" objectives among experimental condition on Day 5 All non-significant Self-efficacy changed in expected direction - but... Self-regulation instruction beneficial for performance achievement... despite similarity in behaviors observed
Suggests efficiency, planning, strategic implementation
Fits with theoretical discussions of self-regulation Limitations Replications with larger, more varied samples Adaptations for novice/intermediate More varied learning outcomes and settings Qualitative examination of 'quality' practice Peter Miksza
pmiksza@indiana.edu
Full transcript