Identifier

etd-11132013-093245

Degree

Doctor of Musical Arts (DMA)

Department

Music

Document Type

Dissertation

Abstract

ABSTRACT The purpose of this investigation was to explore explicitly teaching self-regulation for musical practice. The study consisted of a pre-test, intervention, and post-test design in a case-study format. Three participants completed a pre-test practice task where they were asked to sight-read an excerpt of music, practice for 25 minutes and then perform the excerpt again. Following the pre-test participants completed five instructional sessions explicitly teaching them to self-regulate during musical practice using a cyclical model of component steps. Immediately following the five instructional sessions all participants completed a post-test practice task, which was identical to the task from the pre-test. Recommendations include expanding the model of self-regulatory steps to be a model of self-regulated practice for teachers and students. Behavior analysis indicated that there were observable changes in practice behavior, self-regulatory ability and performance achievement after instruction.

Date

2013

Document Availability at the Time of Submission

Secure the entire work for patent and/or proprietary purposes for a period of one year. Student has submitted appropriate documentation which states: During this period the copyright owner also agrees not to exercise her/his ownership rights, including public use in works, without prior authorization from LSU. At the end of the one year period, either we or LSU may request an automatic extension for one additional year. At the end of the one year secure period (or its extension, if such is requested), the work will be released for access worldwide.

Committee Chair

Campbell, Griffin

DOI

10.31390/gradschool_dissertations.1507

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