Music Monday - More about Practice

Last week’s post about music practice generated some interesting discussion. Thank you to those who contacted me with anecdotal stories about students young and older.

I’ve been thinking and reflecting further on this essential component of successful music performance.

Our daughter, Hannah had an outstanding piano teacher. Sue’s students were typical suburban kids, but consistently achieved above - average results in their AMEB piano exams. Her own daughters all went on to become professional string players. The family are clearly extremely talented in music, but I have often wondered if a significant part of their professional success was their mother’s guidance about practice routines from an early age.

I have been searching (without success) for one of Hannah’s old practice books, but my recollections of a typical page would read something like this:

D major scale. Practise hands separately 3 times then together, slowly, 3 times

Gavotte. New. Try page one slowly, separate hands. 3 times each practice.

Revise List A and D pieces once each practice.

List C. Check bars 43-49 (wrong today) and practice slowly 3 times each practice

And so on.

Very specific.

This week with my Year 8 boys’ singing group, I quizzed them about their practice since the last lesson. Interestingly - but unsurprisingly - the boy who scored highest in a technical work assessment had the most specific practice routine. Here is what he reported as being his practice routine:

“I sang each of our (5) scales 5 times to warm up.

Then I sang the vocalise, checking the breathing and the dynamics.

I practised the song, checking the rhythms at the bars you told us to.

I recorded myself singing to make sure that I wasn’t scooping or sliding.

Then I went through my parts in Matilda (their current school musical).”

Again, very specific and ordered.

We are living in an age where technology provides so many tools for practice – warm up apps, recording devices on our phones, backing tracks with or without voice / piano / orchestra. The list goes on.

But as music educators we still need to train effective practice habits.