Abstract
The purpose of this qualitative study was to examine the attitudes and perceptions of junior high school students (n = 6) regarding home musical practice through semi-structured interviews. The researcher approached students’ parents (n = 6) and their band director (n = 1) for their views on the subject. He interviewed a sample of seventh and eighth grade band students from a single junior high school in the Midwest, their parents, and their band director to collect and triangulate data. This data related to (a) how junior high school students describe instrumental music practice, (b) how junior high school students and their parents attribute success and failure in the practice room, (c) what motivates junior high school band students to practice their instrument, and (d) what information junior high school band parents feel that they need to help their son or daughter grow musically through home practice. Results indicated that all participants believed that practice was the single best way for students to improve on their band instrument. Pre-adolescent musicians noted a propensity toward internal attributions, such as ability and effort, regarding successful practice outcomes. Students considered contemporary music selection, playing tests, and parental involvement to be the essential motivators toward practice. Parent interviewees indicated that they were not interested in any additional information or training that might help them aid their child in home practice. Nearly all parents and students believed that home practice was solely the child’s responsibility.
Recommended Citation
Schatt, Matthew D.
(2011)
"“If I Have Time”: Junior High School Instrumentalists’ Attitudes Regarding
Practice,"
Visions of Research in Music Education: Vol. 19, Article 4.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol19/iss1/4