Instrumental Performance Expertise and Amount of Practice among Instrumental Students in a Conservatoire

Jørgensen, Harald

doi:10.1080/14613800220119804

Cited by 77 publications

(88 citation statements)

References 17 publications

(28 reference statements)

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“…Kopiez suggests that an early start is a prerequisite of developing extraordinary skills and that the high number of accumulated practice hours is a necessary feature of excellence among classical singers. Jørgensen (2002) revised the expertise approach by looking at the relationship between the amount of instrumental practice and instrumental achievement among music conservatoire students. The regularity of practising varies moderately (on average 6-7 days a week) between the groups of vocal, instrumental, and church music students.…”

Section: Practice Strategiesmentioning

confidence: 99%

Becoming and Being an Opera Singer: Health, Personality, and Skills

Sandgren¹

2005

PsycEXTRA Dataset

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The present thesis explores factors and processes associated with the artistic profession and development of opera singers. The profession of opera singers has a long story deriving its origin in early 1600s in Italy. What is performed on opera stages today is written in the musical scores in the 18 th and 19th century. The question arises how the modern opera singers live, learn and excel in their contemporary pursuit in order to meet the high demands on performance. The initial study identified health issues related to the professional activity of opera singers. Qualitative and quantitative measurements indicated that psychological problems were associated with a distinct worry for possible negative evaluation from significant others and a fear of vocal indisposition. A range of healthpromoting activities was demonstrated aiming at preventing the occurrence of somatic problems that could cause vocal indisposition. Psychosocial problems concerned difficulties to maintain a family life and relations due to irregular working hours. In Study II, the psychological and physiological effects of singing lessons were investigated with respect to amateur and professional levels of singing experiences. Amateur singers experienced more well-being measured by self-reports of emotional states and by lower levels of stress hormones than professionals. In Study III, narrative accounts were collected to identify factors and processes in the artistic development during higher opera education. A descriptive model was created that embraced the development of various skills such as singing technique, means of expressiveness and interpersonal skills. Outcome variables from the education were artistic autonomy, artistic competence and change in self-concept. In Study IV, personality characteristics were assessed among elite students in opera and business education representing an artistic versus a traditional educational streaming. Female opera students, female business and male business students shared the personality characteristic of extraversion indicating a disposition towards sensation seeking. Male opera singers exhibited a profile of elevated levels of emotionality. In general, the findings across the studies demonstrate that the individual development of operatic artistry is a complex process where health-related issues, personality characteristics, skills acquisition and sociocultural values are critical constituents. A major result was the marked focus on the instrument per se, the voice. Vocal functioning in singing was described as a means of enabling operatic singing, a mode for artistic expression and indicator of health.

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Section: Practice Strategiesmentioning

confidence: 99%

Becoming and Being an Opera Singer: Health, Personality, and Skills

Sandgren¹

2005

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“…Repetition as a strategy might be effective, particularly if students do it for long enough periods of time. The findings of Jørgensen (2002) posit that there is a positive relationship between the length of practice time and instrumental achievement over time. However, the recent findings of Mikzsa (2006) and Williamon and Valentine (2000) strongly show that there is no significant relationship between length of individual practice sessions and performance level.…”

Section: Discussionmentioning

confidence: 96%

“…What becomes more apparent is that practice segments and strategies, such as taking a piece apart and working on sections in a variety of ways, seem to impact the performance quality outcome rather than just practicing for longer sessions. It makes sense that longitudinal studies such as Jørgensen's (2002) report a cumulative improvement and relationship to practice across a four-year period.…”

Section: Discussionmentioning

confidence: 99%

“…It must be associated with a goal, and a particular strategy or series of strategies, to make a significant increase in performance level. As Jørgensen (2002) points out however, the differences between performance levels for one piece as compared to overall progress over time, and the many individual experiences students have with practice over the course of their early careers, need to be taken into account as important complexities in the applied teaching and learning setting. Kostka (2002) observes the inconsistency between what applied teachers think they are teaching about practice and what their students are learning about practice.…”

Section: Discussionmentioning

confidence: 99%

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Recent Research in Applied Studio Instruction: Practice Time and Strategies

Parkes

2010

JRMP

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In his 2002 chapter, Systematic Research in Studio Instruction in MusicRichard Kennell reviewed and summarized major research efforts for the applied studio setting. Over the past decade, a renewed interest in the applied studio has become apparent in a line of investigative inquiry pursued by researchers. The purpose of this second paper, in what has now become a three-part series, is to highlight recent research in the area of practice across an international platform.Kennell (2002) reviews research from within several broad categories: the roles of student and teacher, their behaviors, their interactions, and evaluation. Research undertaken in the 21 st century can still be grouped loosely into these categories, which for the purposes of this series have been clustered into three papers.

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“…Verilerin çözümlenmesinden elde edilen bulgular, bireysel çalgı dersi hedeflerinin iyi bir düzeyde gerçekleştiğini ortaya koymuştur. Jorgensen (2002), "Konservatuarda enstrüman öğrencileri arasında enstrüman performans uzmanlığı ve uygulama miktarı" isimli çalışmasında, çalgı çalışma süresi ile çalgı başarısı arasındaki ilişkiyi incelemiş ve çalışma süresi ile başarı arasında olumlu bir ilişki olduğu sonucuna ulaşmıştır. "Keman çalışmaya yönelik bilişsel bir yaklaşım" başlıklı çalışmasında Onay (2016), fiziksel keman çalışmanın yanında bu çalışmaların öncesinde kemanın zihinsel olarak da çalışılması gerektiğinin önemini vurgulamaktadır.…”

Section: Introductionunclassified

Investigation of Students’ Weekly Habits of Playing Violin

Parasiz¹,

Gülüm²

2017

Idil

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ÖZÖğrencilerin haftalık keman çalışma alışkanlıklarının incelenmesi isimli araştırmanın amacı öğrencilerin haftalık çalışma alışkanlıklarını çalışma öncesi hazırlık, çalım teknikleri, müzikalite gibi değişkenler çerçevesinde incelemek ve var olan eksiklikleri tespit etmektir. Araştırma nitel bir çalışma olup, veri toplama aracı olarak gözlem tekniği kullanılmıştır. Bir hafta süresince günlük çalışma alışkanlıklarının tespiti için bu öğrencilerin video kayıtları serbest çalışma saatleri içerisinde alınmıştır. Günlük alınan video kayıtları uzman değerlendirme formu aracılığı ile alan uzmanları tarafından değerlendirilmiştir. 1-2, 1-3, 1-4, 2-3, 2-4, 3-4 sınıf düzeyi davranış farklılıkları MannWithney U testi anlamlılık düzeyine bakıldığında sınıf arttıkça davranışların gerçekleştirilmesinde olumlu yönde anlamlı farkların oluştuğu tespit edilmiştir. Bununla birlikte tüm sınıflarda sınıf düzeyi davranış farklılıkları çerçevesinde, 20 davranışın tam anlamıyla gerçekleştirilemediği ve çalışma alışkanlıklarının dört sınıf düzeyinde tam anlamıyla yapılamadığı sonucuna varılmıştır. Keman eğitiminde bireysel çalışma alışkanlıklarının ayrıntılı bir şekilde planlanması ve geliştirilmesi, öğrencilerin teknik açıdan gelişmesini ve çalgısında ilerlemesini sağlayacaktır.

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Instrumental Performance Expertise and Amount of Practice among Instrumental Students in a Conservatoire

Cited by 77 publications

References 17 publications

Becoming and Being an Opera Singer: Health, Personality, and Skills

Becoming and Being an Opera Singer: Health, Personality, and Skills

Recent Research in Applied Studio Instruction: Practice Time and Strategies

Investigation of Students’ Weekly Habits of Playing Violin

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