Click below for slides from my presentation today at the Indiana Music Educator’s Professional Development Conference…
The science of music performance skill acquisition:
Planning, executing, and reflecting for achievement
All the best,
I’m happy to be reporting on a recent study that I’ve had published in the journal, Psychology of Music:
In essence, the study was designed to assess the relative benefits of (1) instruction for practicing that included explanations and demonstrations of self-regulated approaches to learning such as planning, goal-setting, self-evaluation, strategy use, and reflection as compared to (2) instruction that dealt with explanations and demonstrations of strategies use only. The study employed an experimental design with pre- and post-test measures of each outcome and randomized assignment of individuals to treatment and control groups. The participants for the study were undergraduate brass and woodwind players. They were asked to watch contrasting video demonstrations of practice approaches across 5 days. Ultimately, the results indicate a promising, positive effect of the self-regulation training.
If you’re interested in learning more about the work and seeing the video used for the experimental instruction… …check out this Prezi with narration in the pic below:
One of the most rewarding and exciting aspects of being involved in music education in higher education is witnessing how preservice teachers can change and develop throughout the course of their undergraduate preparation. In addition to being rewarding, this is one of the many, many aspects of undergraduate teaching that’s extremely compelling.
My colleague, Dr. Margaret Berg from the University of Colorado at Boulder, and I had a co-authored paper recently appear in the Journal of Music Teacher Education that outlines several perspectives when considering ways that music teachers might develop. The specific purpose of our article was to “(a) discuss the value of a research framework and several ways one can conceptualize a framework, (b) briefly present several prominent frameworks for studying teacher development that have been generated in the context of general education, and (c) describe some unique aspects of music teaching and music teaching contexts that could inform theoretical frameworks of preservice music teacher development.”
Here is a word cloud of the article’s contents:
I recently had a chance to see the movie, Sound City at the IU Cinema. Here’s an NPR story about it (Read it). It’s a fun documentary that chronicles the life of a recording studio by the same name in LA (Sound City Studios). It’s a neat story of a studio that seemed to have played a major role in the careers of some well-known pop/rock acts – the bits about Fleetwood Mac, Neil Young, Tom Petty, Johnny Cash, and Nirvana were particularly fun for me. The movie also covers the stories of the people ‘behind the scenes’ who operated the business and technical elements of the studio – which in lots of ways were more interesting than the musicians’ stories.
The centerpiece of the documentary is a Neve 8028 Console, a vintage piece of analog recording equipment that was integral to the studio’s success. There’s a hilarious scene where the designer of the board, Rupert Neve, is sitting with Dave Grohl explaining the electronics that allows for the console to capture such a great sound. The scene is hilarious because Dave Grohl is grinning like a clown and is in full admission that he has no idea what he’s talking about.