Abstract
The purpose of this research was to evaluate learning of practice strategies as a tool for teaching individualized piano instruction (IPI) to novice older adults (ages 60-85). The research questions examined in this study included: (1) Does strategy-training assist novice older adults by improving their practice? and (2) Are there differences between perceived and actual use of practice strategies? Participants (n=8) were given a set of 19 different strategies to employ in their required 30 minutes of daily-recorded practice. They were counseled on their use of these strategies during lessons. Trained raters used the IPI Rating Forms to quantify strategy implementation for a sampling of 30 minutes of recorded practice for each of nine weeks of instruction (270 minutes). Results of the study provide evidence to suggest that older adults perceived more frequent usage of practice strategies than actual implementation.
Recommended Citation
Bugos, Jennifer A. and High, Linda
(2009)
"Perceived Versus Actual Practice Strategy Usage by Older Adult Novice
Piano Students,"
Visions of Research in Music Education: Vol. 13, Article 3.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol13/iss1/3