Progression in Practice
Learners develop practice skills as they mature and gain confidence. In supporting learners’ practice, it is helpful for teachers and parents/carers to bear in mind ways in which routines may change. In the early stages of learning, encouragement and support are needed, with an emphasis on enjoyment. Gradually, however, as practice becomes part of the daily routine, it can be more orientated towards specific targets. Learners should also become more independent and make decisions about their own learning. Older learners are usually more reflective and self-determined as they evaluate strengths and weaknesses. Finally, advanced learners should take responsibility for their own learning, prioritising their practice in relation to other activities in their lives.
The following scale illustrates the development of effective practice strategies, beginning with those that are generally appropriate for younger learners, progressing to those that are suitable for older learners, including adults.
- feel relaxed about their practice and are in a quiet and comfortable environment
- know the sounds of what they are going to sing/play
- understand exactly what they are required to practise before leaving the lesson
- practise a variety of short, enjoyable pieces that have elements of repetition built in
- are provided with a model in which technical and musical elements are clearly demonstrated
- are given encouragement by teachers, parents/carers
- are encouraged to listen to a wide variety of music
- begin to take responsibility for their own learning
- begin to set their own targets
- structure the amount of time spent on the different activities and develop a routine that balances the time spent between the acquisition of technical and musical skills
- develop an overview of what is to be practised
- identify difficulties and break down complex passages into smaller, manageable units
- acquire a range of alternative strategies for practice, e.g. using a metronome, using a backing track, analysing problems, varying bowings/articulation/fingering, making up exercises
- develop strategies that help them to learn independently
- monitor their progress towards their targets and try other approaches if progress is unsatisfactory
- prepare independently for performances, making decisions about learning priorities
- make informed choices about interpretation, style and musical preferences
- effectively organise their practice time in order to fit in with other activities and pressures on their time
