Learning From the Experts: Applying Research in Expert Performance To Music Education

Baily, J. (1985). Music structure and human movement. In P. Howell , I. Cross , & R. West (Eds.), Musical structure and cognition (pp. 237—258). London: Academic Press.

Barry, N. (1992). The effects of practice strategies, individual differences in cognitive style, and gender upon technical accuracy and musicality of student instrumental performance. Psychology of Music, 20 (2), 112—23.

Barry, N. , & McArthur, V. (1994). Teaching practice strategies in the music studio: A survey of applied music teachers. Psychology of Music, 22 (1), 44—55.

Bloom, B.S. (1985). Generalizations about talent development. In B. S. Bloom (Ed.), Developing talent in young people (pp. 507—49). New York: Ballentine.

Clarke, E.F. (1993). Imitating and evaluating real and transformed musical performances. Music Perception, 10 (3), 317—41.

Davidson, J.W. , Moore, D.G. , Sloboda, J.A. , & Howe, M.J.A. (1998). Characteristics of music teachers and the progress of young instrumentalists. Journal of Research in Music Education , 46, 141—60.

Davidson, J.W. , Sloboda, J.A. , & Howe, M.J.A. (1996). The role of parents and teachers in the success and failure of instrumental learners. Bulletin of the Council for Research in Music Education, no. 127, 40—44.

Davidson, L. , & Scripp, L. (1992). Surveying the coordinates of cognitive skills in music. In R. Colwell (Ed.), Handbook of research on music teaching and learning (pp. 392—413). New York: Schirmer.

Duke, R.A. , Flowers, P.J. , & Wolfe, D.E. (1997). Children who study piano with excellent teachers in the United States. Bulletin of the Council for Research in Music Education, no. 132, 51—84.

Ericsson, K.A. (1997). Deliberate practice and acquisition of expert performance: An overview. In H. Jørgensen & A. C. Lehmann (Eds.), Does practice make perfect?: Current theory and research on instrumental music practice (pp. 5—51). Oslo, Norway: Norges musikkhøgskole.

Ericsson, K.A. , Krampe, R.T. , & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100 (3), 363—406.

Ericsson, K.A. , Tesch-Römer, C. , & Krampe, R.T. (1990). The role of practice and motivation in the acquisition of expert-level performance in real life: An empirical evaluation of a theoretical framework. In M. J. A. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 109—30). Leicester, England: British Psychological Society.

Gabrielsson, A. (1999). The performance of music. In D. Deutsch (Ed.), The psychology of music (2nd ed.). San Diego, CA: Academic Press.

Gruson, L.M. (1988). Rehearsal skill and musical competence: Does practice make perfect? In J. A. Sloboda (Ed.), Generative processes in music (pp. 91—112). Oxford, England: Clarendon.

Hallam, S. (1997). Approaches to instrumental music practice of experts and novices. In H. Jørgensen & A. C. Lehmann (Eds.), Does practice make perfect?: Current theory and research on instrumental music practice (pp. 89—107). Oslo, Norway: Norges musikkhøgskole.

Howe, M.J.A. , & Sloboda, J.A. (1991a). Young musicians' accounts of significant influences in their early lives: 1. The family and the musical background. British Journal of Music Education, 8 (1), 39—52.

Howe, M.J.A. , & Sloboda, J.A. (1991b). Young musicians' accounts of significant influences in their early lives: 2. Teachers, practising and performing. British Journal of Music Education, 8 (1), 53—63.

Kenny, W.E. (1992). The effect of metacognitive strategy instruction on the performance proficiency and attitude toward practicing of beginning band students (music practice attitudes) (Doctoral dissertation, University of Illinois at Urbana Champaign, 1992). Dissertation Abstracts International, 53, A3468.

Lehmann, A.C. (1997a). Acquired mental representations in music performance: Anecdotal and preliminary empirical evidence. In H. Jørgensen & A. C. Lehmann (Eds.), Does practice make perfect?: Current theory and research on instrumental music practice (pp. 141—63). Oslo, Norway: Norges musikkhøgskole.

Lehmann, A.C. (1997b). The acquisition of expertise in music: Efficiency of deliberate practice as a moderating variable in accounting for sub-expert performance. In I. Deliege & J. Sloboda (Eds.), Perception and cognition of music (pp. 161—87). Hillsdale, NJ: LEA.

Lehmann, A.C. , & Ericsson, K.A. (1996). Performance without preparation: Structure and acquisition of expert sight-reading and accompanying performance . Psychomusicology, 15, 1—29.

Mackworth-Young, L. (1990). Pupil-centered learning in piano lessons: An evaluated action-research programme focusing on the psychology of the individual. Psychology of Music, 18, 73—86.

McPherson, G.E. (1997). Cognitive strategies and skill acquisition in musical performance. Bulletin of the Council for Research in Music Education, no. 133, 64—71.

Rosenthal, R.K. (1984). The relative effects of guided model, model only, guide only, and practice only treatments on the accuracy of advanced instrumentalists' musical performance. Journal of Research in Music Education , 32, 265—73.

Sloboda, J. (1990). Musical excellence: How does it develop? In M. J. A. Howe (Ed.), Encouraging the development of exceptional skills and talents (pp. 165—78). Leicester, England: British Psychological Society.

Sloboda, J.A. (1982). Music performance. In D. Deutsch (Ed.), The psychology of music (pp. 479—96). London: Academic Press.

Sloboda, J.A. (1985). The musical mind. Oxford, England: Clarendon.

Sloboda, J.A. (1996). The acquisition of musical performance expertise: Deconstructing the “talent” account of individual differences in musical expressivity. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games (pp. 107— 26). Mahwah, NJ: LEA.

Sloboda, J.A. , & Howe, M.J.A. (1991). Biographical precursors of musical excellence: An interview study. Psychology of Music, 19, 3—21.

Sloboda, J.A. , & Howe, M.J.A. (1992). Transitions in the early musical careers of able young musicians: Choosing instruments and teachers. Journal of Research in Music Education, 40, 283—94.

Sloboda, J.A. , Davidson, J.W. , Howe, M.J. A, & Moore, D.G. (1996). The role of practice in the development of performing musicians. British Journal of Psychology, 87 (2), 287—309.

Sloboda, J.A. , Davidson, J.W. , Moore, D. , & Howe, M.J.A. (1994). Formal practise as a predictor of success and failure in instrumental learning. In I. Deliege (Ed.), Proceedings of the 3rd ICMPC, Liege, Belgium, (pp. 125— 26). Liege , Belgium: ESCOM.

Sosniak, L.A. (1985). Learning to be a concert pianist. In B. S. Bloom (Ed.), Developing talent in young people (pp. 19— 67). New York: Ballentine.

Waller, J.D. , & Rothschild, G. (1983). Comparison of need for achievement versus need for affiliation among music students. Psychological Reports, 53, 135—38.

Woody, R.H. (1999). The relationship between advanced musicians' explicit planning and their expressive performance of dynamic variations in an aural modeling task. Journal of Research in Music Education, 47, 331—42.

Zdzinski, S.F. (1996). Parental involvement, selected student attributes, and learning outcomes in instrumental music. Journal of Research in Music Education, 44, 34— 48.