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  • Cited by 6
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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Milbrath, Constance McPherson, Gary E. and Osborne, Margaret S. 2015. Handbook of Child Psychology and Developmental Science.


    McPhail, Graham J. 2010. Crossing boundaries: sharing concepts of music teaching from classroom to studio. Music Education Research, Vol. 12, Issue. 1, p. 33.


    Martin, Andrew J. 2008. How domain specific is motivation and engagement across school, sport, and music? A substantive–methodological synergy assessing young sportspeople and musicians. Contemporary Educational Psychology, Vol. 33, Issue. 4, p. 785.


    Spencer, Piers 2008. Reflections on my time as a joint editor. British Journal of Music Education, Vol. 25, Issue. 03, p. 245.


    Martin, Andrew J. 2007. Motivation and Engagement in Music and Sport: Testing a Multidimensional Framework in Diverse Performance Settings. Journal of Personality, Vol. 76, Issue. 1, p. 135.


    Younker, Betty Anne and Renwick, James 2002. Responses to John Sloboda's article (2001). Music Education Research, Vol. 4, Issue. 2, p. 289.


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Interest and choice: student-selected repertoire and its effect on practising behaviour

  • James M. Renwick (a1) and Gary E. McPherson
  • DOI: http://dx.doi.org/10.1017/S0265051702000256
  • Published online: 01 July 2002
Abstract

Motivational research in academic subjects has demonstrated that when students are interested in an activity and feel free to choose whether or not to do it, they are more likely to engage in higher-level cognitive functioning, find it easier to concentrate, persevere, and enjoy their learning. This case study of a young beginning clarinettist named Clarissa consisted of interviews and computer analysis of videotaped practice sessions. Clarissa's practice behaviour in teacher-assigned repertoire was compared with her work on a piece she chose to learn herself. Results show that when practising self-selected repertoire, Clarissa was more likely to engage in strategies that are typical at more advanced stages of development, such as silent fingering, silent thinking and singing. She also spent more time practising the piece, and persevered when faced with difficulties. Implications for instrumental pedagogy are discussed.

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British Journal of Music Education
  • ISSN: 0265-0517
  • EISSN: 1469-2104
  • URL: /core/journals/british-journal-of-music-education
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