(Dis)Similarities in music performance among self-regulated learners: An exploratory study

Music Education Research

Volumn 13, Issue 4, 2011, Pages 431-446

  Dos Santos, Regina Antunes Teixeira ^a,b   Gerling, Cristina Capparelli ^a  

^a FEDERAL UNIVERSITY OF RIO GRANDE DO SUL   (Brazil)

^b FUNDARTE (Municipal Arts Foundation of Montenegro)   (Brazil)

Author keywords

multi dimensional scaling; music expressivity; music practice; performance; self regulation

Indexed keywords

EID: 84857561253     PISSN: 14613808     EISSN: 14699893     Source Type: Journal    
DOI: 10.1080/14613808.2011.632085     Document Type: Article

References (53)

1. Adams, C.R. 1976. Melodic contour typology. Ethnomusicology 20, no. 2: 179-215.
2. Austin, J.R., and M.H. Berg. 2006. Exploring music practice among sixth-grade band and orchestra students. Psychology of Music 34: 535-58.
3. Bartolome, S.J. 2009. Naturally emerging self-regulated practice behaviors among highly successful beginning recorder students. Research Studies in Music Education 31: 37-51.
4. Bigand, E., S. Vieillard, F. Madurell, J. Marozeau, and A. Dacquet. 2005. Multidimensional scaling of emotional responser to music: The effect of musical expertise and of the duration of the excerpts. Cognition 19, no. 8: 1113-39.
5. Bruno, S., A. Lorusso, and N. L'Abbate. 2008. Playing-related disabling musculoskeletal disorders in young and adult classical piano students. International Archives of Occupational and Environmental Health 81, no. 7: 855-60.
6. Burgoyne, J.A., and S. McAdams. 2008. A meta-analysis of timbre perception using nonlinear extensions to CLASCAL. In Lecture notes in computer science, ed. R. Kronland-Martinet, S. Ystad, and K. Jensen Vol. 4969, 181-202. Berlin: Springer-Verlag.
7. Chaffin, R., G. Imreh, and M. Crawford. 2002. Practicing perfection: Memory and piano performance. Mahwah: Erlbaum.
8. Chaffin, R., G. Imreh, A.F. Lemieux, and C. Chen. 2003. "Seeing the big picture": Piano practice as experts problem solving. Music Perception 20: 465-90.
9. Chaffin, R., T. Lisboa, T. Logan, and K.T. Begosh. 2010. Preparing for memorized cello performance: The role of performance cues. Psychology of Music 38: 3-30.
10. Clarke, E.F. 1989. The perception of expressive timing in music. Psychological Research 51, no. 1: 2-9.
11. Clarke, E.F. 1995. Expression in performance: Generativity, perception, and semiosis. In The practice of performance. Studies in musical interpretation, ed. J. Rink, 21-54. Cambridge: Cambridge University Press.
12. Davidson, J.W., M.J.A. Howe, and J.A. Sloboda. 1998. Environmental factors in the development of musical performance skill over the life span. In The social psychology of music, ed. D.J. Hargreavess and A.C. North, 188-206. Oxford: Oxford University Press.
13. Erickson, M.L. 2008. Dissimilarity and the classification of male singing voices. Journal of Voice 3: 290-9.
14. Ericsson, K.A., R.T Krampe, and C. Tesch-Romer. 1993. The role of deliberate practice in the acquisition of expert performance. Psychology Review 21, no. 3: 363-406.
15. Friberg, A., and G.U. Battel. 2002. Structural communication. In The science and psychology of music performance: Creative strategies for teaching and learning, ed. R. Parncutt and G.E. McPherson, 199-218. New York: Oxford University Press.
16. Gaunt, H. 2010. One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal students. Psychology of Music 38, no. 2: 178-208.
17. Ginsborg, J. 2002. Classical singers learning and memorising a new song: An observational study. Psychology of Music 30, no. 1: 58-101.
18. Ginsborg, J., G. Kreutz, M. Thomas, and A. Williamon. 2009. Healthy behaviours in music and non-music performance students. Health 109: 242-58.
19. Gollwitzer, P.M., C. Gawrilow, and G. Oettingen. 2010. The power of planning: Self-control by effective goal-striving. In Self control in society, mind, and brain, ed. R.R. Hassin, K.N. Ochsener, and Y. Trope, 3-26. New York: Oxford University Press.
20. Hair, J.F., B. Black, B. Babin, R.E. Anderson, and R.L. Tatham. 2006. Multivariate data analysis, 6th ed. Upper Saddle River, NJ: Prentice Hall.
21. Hallam, S. 1995. Professional musicians' approaches to the learning and interpretation of music. Psychology of Music 21, no. 2: 111-28.
22. Hallam, S. 1997. Approaches to instrumental music practice of experts and novices: Implications for education. In Does practice make perfect? Current theory and research on instrumental music practice, ed. H. Jørgensen and A.C. Lehmann, 89-108. Oslo: Norges musik-khøgskole.
23. Hallam, S. 2000. The development of performance planning strategies in musicians. In Proceedings of the sixth international conference on music perception & cognition, ed. C. Woods, G.B. Luck, R. Brochard, S.A. O'Neill and J.A. Sloboda. Keele, Staffordshire: Keele University Department of Psychology (CD-ROM).
24. Hallam, S. 2001. The development of metacognition in musicians: Implications for education. British Journal of Music Education 18, no. 1: 27-39.
25. Hultberg, C. 2008. Instrumental students' strategies for finding interpretations: Complexity and individual variety. Psychology of Music 36, no. 1: 7-23.
26. Jorgensen, H., and S. Hallam. 2009. Practising. In The oxford handbook of music psychology, ed. S. Hallam, I. Cross, and M. Thaut. Oxford: Oxford University Press.
27. Juslin, P.N. 2000. Cue utilization in communication of emotion in music performance: Relating performance and perception. Journal of Experimental: Psychology: Human Perception and Performance 26: 1797-813.
28. Juslin, P.N., A. Friberg, and R. Bresin. 2002. Toward a computational model of expression in music performance: The GERM model. Special issue 2001-2002, Musicae Scientiae. 63-122.
29. Juslin, P.N., and J.A. Sloboda. 2010. Introduction. Aims, organization, and terminology. In Handbook of Music and Emotion. Theory, research, applications, ed. P.N. Juslin and J.A. Sloboda, 3-12. Oxford: Oxford University Press.
30. Karlsson, J, and P.N. Juslin. 2008. Musical expression: An observational study of instrumental teaching. Psychology of Music 36, no. 3: 309-34.
31. Kreutz, G, J. Ginsborg, and A. Williamon. 2009. Health-promoting behaviours in conservatoire students. Psychology of Music 37, no. 1: 47-60.
32. Leon-Guerrero, A. 2008. Self-regulation strategies used by student musicians during music practice. Music Education Research 10: 91-106.
33. MacNamara, A., P. Holmes, and D. Collins. 2008. Negotiating transitions in musical development: The role of psychological characteristics of developing excellence. Psychology of Music 36, no. 3: 335-52.
34. McCormick, J, and G.E. McPherson. 2003. The role of self-efficiency in a musical performance examination: An exploratory structural equation. Psychology of Music 31, no. 1: 37-51.
35. McPherson, G.E. 2005. From child to musician: Skill development during the beginning stages of learning an instrument. Psychology of Music 33: 5-35.
36. McPherson, G.E. 2009. The role of parents in children's musical development. Psychology of Music 37, no. 1: 91-110.
37. McPherson, G.E., and J. McCormick. 1999. Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education 141: 98-102.
38. McPherson, G.E., and J. McCormick. 2006. Self-efficacy and performing music. Psychology of Music 3, no. 3: 321-36.
39. McPherson, G.E., and JM. Renwick. 2001. A longitudinal study of self-regulation in children's musical practice. Music Education Research 3: 169-86.
40. McPherson, G.E., and B.J. Zimmerman. 2002. Self-regulation of musical learning: A social cognitive perspective. In The new handbook of research on music teaching and learning, ed. R. Colwell and C. Richardson, 327-47. New York: Oxford University Press.
41. Miklaszewski, K. 1989. A case study of a pianist preparing a musical performance. Psychology of Music 17: 95-109.
42. Nielsen, S.G. 1999. Learning strategies in instrumental music practice. British Journal of Music Education 16, no. 3: 275-91.
43. Nielsen, S.G. 2001. Self-regulating learning strategies in instrumental music practice. Music Education Research 3: 156-7.
44. O'Neill, S.A. 1997. The role of practice in children's early musical performance achievement. In Does practice make perfect?, ed. H. Jørgensen and A.C. Lehmann, 9-52. Oslo: Norges musikkhøgskole.
45. Phillips, S.L., V.C. Henrich, and S.T. Mace. 2010. Prevalence of noise-induced hearing loss in student musicians. International Journal of Audiology 49, no. 4: 309-16.
46. Schunk, D.H. 1995. Self-efficacy and education and instruction. In Self-efficacy, adaptation and adjustment: Theory, research, and application, ed. J.E. Maddux, 281-303. New York: Plenum Press.
47. Shove, P., and B.H. Reep. 1995. Musical motion and performance: Theoretical and empirical perspectives. In The practice of performance: Studies in musical interpretation, ed. J. Rink, 55-83. Cambridge: Cambridge University Press.
48. Sloboda, J.A, J.W. Davidson, MJ.A Howe, and D.C. Moore. 1996. The role of practice in the development of performing musicians. British Journal of Psychology 87: 287-309.
49. Sloboda, J.A., and J.W. Davidson. 1996. The young performing musician. In Musical beginnings: Origin and developments of musical competence, ed. I. Deliege and J.A. Sloboda, 171-90. New York: Oxford University Press.
50. Tekman, H.G 1998. A multidimensional study of preference judgments for excerpts of music. Psychological Reports 83, no. 3: 851-60.
51. Williamon, A., and E. Valentine. 2000. Quantity and quality of musical practice as predictors of performance quality. British Journal of Psychology 91: 353-76.
52. Zimmerman, B.J. 2000. Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation, ed. M. Boekarts, PR. Printrich, and M. Zeidner, 13-39. San Diego: Academic Press.
53. Zimmerman, B.J. 2001. Theories of self-regulated learning and academic achievement: An overview and analysis. In Self-regulated learning and academic achievement: Theoretical principles, ed. B.J. Zimmerman and D.H. Schunk, 1-65. Mahwah: Lawrence Erlbaum Associate.