Recordings as learning and practising resources for performance: Exploring attitudes and behaviours of music students and professionals

Abstract

This article examines how musicians use recordings as learning resources in preparing for performance. While previous research has partially acknowledged the contribution of external factors to self-regulated learning, the specific impact of recordings on performers' approaches to practising remains largely uncharted. A survey was designed to assess the use and importance of recordings on musicians' listening and practising behaviours, their preferences when choosing recordings, and the type of influence exerted by recordings over self-regulatory processes. Respondents (N = 204) completed an online survey, and the data were analysed according to level of expertise: advanced music students (n = 147) and professional musicians (n = 57). The results show clear differences between students and professionals in the frequency of use and level of reliance on recordings, with students consistently exhibiting a greater preference for these resources. Students were more likely to listen to recordings and, consequently, change aspects of their interpretations in the early stages of practising. Additionally, students were influenced by other people's recommendations, especially their teachers', and by other performers' reputations when choosing recordings. The need to develop a distinct style had a positive influence on students' practising and performing habits. The study shows that listening to recordings forms an integral part of selfregulated learning activities and contributes to musicians' development by increasing musical knowledge and stylistic awareness.

Technology Use and Attitudes in Music Learning

“…While approximately half of the sampled musicians reported recording their own playing at least once weekly, these recordings were reviewed with significantly lower frequency. They also engaged with the recordings of others more than they did with their own, supporting previous research highlighting the important and varied role such activity can play in developing an interpretative style, particularly in the early stages of practice (Volioti and Williamon, 2017). While the act of making the recording alone may to some degree simulate the pressure of a performance situation, and thus trigger the physiological and psychological arousal that can accompany mock performances (Williamon et al, 2014), without reviewing the recordings musicians do not experience the positive effects this can have on the act of self-assessment (Silveira and Gavin, 2016).…”

“…Experimental studies have demonstrated their potential as tools to improve self-assessment (Johnston, 1993;Robinson, 1993;Daniel, 2001;Hewitt, 2002;Silveira and Gavin, 2016). Volioti and Williamon (2017) examined the use of audio recordings among instrumental learners, finding that students reported greater use of them than professionals, particularly for elements including goal setting and developing an interpretive style. This supported earlier research that found only a small proportion of professional musicians listened to the recordings of others as part of their practice (Hallam, 1995).…”

Performers’ discourses on listening to recordings

“…Since structured questions prompt a particular answer, in terms of choosing and scoring items from a given list, the two open questions were strategically inserted in between the closed questions and towards the end of the survey to allow participants to reflect and elaborate further on their experiences. (For full questionnaire, see Volioti and Williamon (2017).) Here, we focus our analysis on responses to the two open questions (Q25 and Q30).…”

Video feedback and the choice of strategies of college-level guitarists during individual practice

“…For example, music students have been found to facilitate their concentration, self-awareness and use of appropriate strategies by planning their practice at a detailed level (Hatfield, Halvari, & Lemyre, 2017). Additionally, it has been reported that music students develop their musical knowledge and stylistic awareness by listening to recordings from other musicians, which would represent an important part of self-regulated learning activities (Volioti & Williamon, 2017).…”