Quantity and quality of musical practice as predictors of performance quality.
Identifieur interne : 001C44 ( Main/Exploration ); précédent : 001C43; suivant : 001C45Quantity and quality of musical practice as predictors of performance quality.
Auteurs : A. Williamon [Royaume-Uni] ; E. ValentineSource :
- British journal of psychology (London, England : 1953) [ 0007-1269 ] ; 2000.
Descripteurs français
- KwdFr :
- MESH :
English descriptors
- KwdEn :
- MESH :
- Female, Humans, Male, Motor Skills, Music.
Abstract
Twenty-two pianists, classified into four levels of skill, were asked to learn and memorize an assigned composition by J. S. Bach (different for each level). All practice was recorded on cassette tape. At the end of the learning process, the pianists performed their composition in a recital setting. The resulting performances were evaluated by three experienced piano teachers. From the cassette tapes, values for the quantity of practice were obtained. These values were compared across all four levels of skill and examined to reveal whether they were related to quality of performance. The analyses indicate that the standard deviations of the amount of time spent in each practice session increased systematically with level of skill and that pianists at higher levels spent more time in each practice session. Quantity of practice, however, was not significantly related to quality of performance. Rather, pianists who employed longer practice segments by the middle stage of practice produced better musical, communicative and technical performances. These findings stand in defiance of the argument that quantity of practice is the fundamental determinant of the quality of performance. Instead, they suggest that the content and quality of an individual's practice must be examined when investigating the determinants of musical skill.
DOI: 10.1348/000712600161871
PubMed: 10958579
Affiliations:
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Williamon</name><affiliation wicri:level="4"><nlm:affiliation>Department of Psychology, Royal Holloway, University of London, UK. awilliamon@rcm.ac.uk</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Psychology, Royal Holloway, University of London</wicri:regionArea><placeName><settlement type="city">Londres</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Grand Londres</region></placeName><orgName type="university">Université de Londres</orgName></affiliation></author><author><name sortKey="Valentine, E" sort="Valentine, E" uniqKey="Valentine E" first="E" last="Valentine">E. Valentine</name></author></analytic><series><title level="j">British journal of psychology (London, England : 1953)</title><idno type="ISSN">0007-1269</idno><imprint><date when="2000" type="published">2000</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Female (MeSH)</term><term>Humans (MeSH)</term><term>Male (MeSH)</term><term>Motor Skills (MeSH)</term><term>Music (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Aptitudes motrices (MeSH)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Musique (MeSH)</term><term>Mâle (MeSH)</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Female</term><term>Humans</term><term>Male</term><term>Motor Skills</term><term>Music</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Aptitudes motrices</term><term>Femelle</term><term>Humains</term><term>Musique</term><term>Mâle</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Twenty-two pianists, classified into four levels of skill, were asked to learn and memorize an assigned composition by J. S. Bach (different for each level). All practice was recorded on cassette tape. At the end of the learning process, the pianists performed their composition in a recital setting. The resulting performances were evaluated by three experienced piano teachers. From the cassette tapes, values for the quantity of practice were obtained. These values were compared across all four levels of skill and examined to reveal whether they were related to quality of performance. The analyses indicate that the standard deviations of the amount of time spent in each practice session increased systematically with level of skill and that pianists at higher levels spent more time in each practice session. Quantity of practice, however, was not significantly related to quality of performance. Rather, pianists who employed longer practice segments by the middle stage of practice produced better musical, communicative and technical performances. These findings stand in defiance of the argument that quantity of practice is the fundamental determinant of the quality of performance. Instead, they suggest that the content and quality of an individual's practice must be examined when investigating the determinants of musical skill.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">10958579</PMID><DateCompleted><Year>2001</Year><Month>01</Month><Day>04</Day></DateCompleted><DateRevised><Year>2019</Year><Month>09</Month><Day>21</Day></DateRevised><Article PubModel="Print"><Journal><ISSN IssnType="Print">0007-1269</ISSN><JournalIssue CitedMedium="Print"><Volume>91 ( Pt 3)</Volume><PubDate><Year>2000</Year><Month>Aug</Month></PubDate></JournalIssue><Title>British journal of psychology (London, England : 1953)</Title><ISOAbbreviation>Br J Psychol</ISOAbbreviation></Journal><ArticleTitle>Quantity and quality of musical practice as predictors of performance quality.</ArticleTitle><Pagination><MedlinePgn>353-76</MedlinePgn></Pagination><Abstract><AbstractText>Twenty-two pianists, classified into four levels of skill, were asked to learn and memorize an assigned composition by J. S. Bach (different for each level). All practice was recorded on cassette tape. At the end of the learning process, the pianists performed their composition in a recital setting. The resulting performances were evaluated by three experienced piano teachers. From the cassette tapes, values for the quantity of practice were obtained. These values were compared across all four levels of skill and examined to reveal whether they were related to quality of performance. The analyses indicate that the standard deviations of the amount of time spent in each practice session increased systematically with level of skill and that pianists at higher levels spent more time in each practice session. Quantity of practice, however, was not significantly related to quality of performance. Rather, pianists who employed longer practice segments by the middle stage of practice produced better musical, communicative and technical performances. These findings stand in defiance of the argument that quantity of practice is the fundamental determinant of the quality of performance. 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Valentine</name></noCountry><country name="Royaume-Uni"><region name="Angleterre"><name sortKey="Williamon, A" sort="Williamon, A" uniqKey="Williamon A" first="A" last="Williamon">A. Williamon</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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