A Description of Individual Practice Sessions of Four Ninth-Grade String Students

Abstract

The purpose of this study was to examine four ninth grade students’ and teacher-researcher descriptions of student practice sessions. Research questions for this study were (a) How do students describe their home practice sessions in a journal, in response to a videotape, and in an interview?; (b) How does the teacher-researcher describe the students’ home practice sessions?; and (c) What is the qualitative comparison between the teacher and students’ descriptions? Data included participant interviews, video recorded practice sessions, journal entries of the participants’ perceptions of what they did while individual practicing, and participant/researcher observations/field notes of the practice sessions and procedures taken. Findings are presented as profiles of each of the participants and suggest that these four participants can articulate and demonstrate practice strategies, find enjoyment in playing their respective instrument, and understand the importance of practice in their musical education. Findings also suggested that the participants’ practice strategies were apparent in their practice sessions; however, the lack of organization and variety of practice strategies used jeopardized their progress of musical achievement.