The effect of a practice checklist on performance achievement, practice time, focal practice areas, and practice strategies of collegiate non-music majors enrolled in a beginning “ Danso ,” Korean traditional wind instrument class
Bibliographic Data
| ID | 21489908 |
|---|---|
| Authors | Su-Young Bae (0000-0002-2954-2511, Sungshin Women’s University, Republic of Korea), Sumi Kwon (0000-0001-7899-5982, Korea National University of Education, Republic of Korea, corresponding author), Jee-Ye Lee (0000-0003-2355-3161, Korea National University of Education, Republic of Korea) |
| Year | 2025 |
| Volume | 43 |
| Issue | 1 |
| Pages | 108-119 |
| Publication date | 2025-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0255-7614 • E-ISSN: 1744-795X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02557614241307346 |
| OpenAlex | W4405536895 |
| Language | EN |
| References cited | 21 |
This study investigated the effects of a practice checklist on performance achievement, practice time, focal practice areas—the key musical elements students focused on during practice—and practice strategies among non-music major South Korean college students learning the Danso, a traditional Korean wind instrument. Ninety-six students participated, with 46 in the experimental group using a practice checklist and 50 in the control group without the checklist. All participants attended a 50-min weekly class for 7 weeks. At the end of the 7-week period, both groups were surveyed to measure their average weekly practice time and focal practice areas. Performance achievement was assessed through a test focusing on key musical elements, and practice strategies were evaluated using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that using a practice checklist significantly improved performance in specific areas such as rhythm, tempo, and breathing but did not increase overall practice time. The checklist also helped students maintain a balanced focus on key musical elements, preventing an overemphasis on sound production. However, the checklist did not significantly promote the use of metacognitive strategies, indicating a need for additional instructional support
Art · Checklist · Cognitive psychology · Mathematics education · Medical education · Music education · Musical · Pedagogy · Performance Practice · Visual arts · Diverse Music Education Insights · Medicine · Music Education and Analysis · Neuroscience and Music Perception · Psychology
Cognitive Load Theory
Metacognition in Educational Theory and Practice
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Cognitive Load Theory and Complex Learning
The role of deliberate practice in the acquisition of expert performance.
Most people are not Weird
Cognitive Load During Problem Solving
Motivational and self-regulated learning components of classroom academic performance.
A PRISMA review of research on music practice
It's Not How Much; It's How
The role of practice in the development of performing musicians
Becoming a Self-Regulated Learner
| Highly cited | No |
|---|