THE EFFECTS OF PRACTICE AND MEMORIZATION TECHNIQUES ON GOAL SPECIFICITY AMONG NOVICE STRING STUDENTS

Abstract

The purpose of this problem-driven content analysis was to examine differences between self-reported goals of novice high school orchestra students (N = 31) when given directions to either practice or memorize music during a 10-minute rehearsal. Participants were then interviewed about their definition of practice or memorization, what they did during rehearsal, and what they had planned to do during rehearsal. Findings from a Mann-Whitney U indicated no significant difference between median goal specificity among practicers and memorizers; however, results of interview coding revealed that participants who memorized demonstrated distinctly different rehearsal behaviors and goals than those who practiced, indicating unique strengths associated with each instruction. Profiles of what educators can expect to see from memorizers and practicers are included, and other implications for educators regarding deliberate practice are discussed.