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The importance of practise is self-evident to instrumental teachers and parents, who will put considerable energy into ensuring that pupils work between lessons to maintain progress on their instrument. A longitudinal study at the University of New South Wales, Sydney, has been investigating the cognitive strategies used by young instrumentalists when they practise, relating this and other factors, such as environment, motivation and general ability, to the progress that is made in the first years of learning. In this paper, case studies of three of the pupils involved in that study will be used to demonstrate the range of practise strategies that children devise, and to analyse their efficiency in promoting musical development. The implications for teachers and parents will be considered, and a definition of 'effective practise' sought.
Pitts et al. (Wed,) studied this question.