Deliberate practice and elite musical performance

Krampe, Ralf; Ericsson, Anders K.

doi:10.1017/cbo9780511552366.005

Cited by 24 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is followed by a third phase, with 'special learning experiences that strengthen dedication to an activity that eventually becomes a combination of work and play-an avocation, a calling, or a lifelong career' (ibid., p. 508). To these three phases of development Krampe & Ericsson (1995) added a fourth phase, called 'eminent performance'. For musicians, 'whereas expert performance involves mastery of established techniques and polished interpretations of musical works, eminent performance transcends the expert level by offering a unique and valued contribution in terms of a new style, technique or interpretation.'…”

Section: The Concept Of Expertisementioning

confidence: 99%

Instrumental Performance Expertise and Amount of Practice among Instrumental Students in a Conservatoire

Jørgensen¹

2002

Music Education Research

View full text Add to dashboard Cite

show abstract

Section: The Concept Of Expertisementioning

confidence: 99%

Instrumental Performance Expertise and Amount of Practice among Instrumental Students in a Conservatoire

Jørgensen¹

2002

Music Education Research

View full text Add to dashboard Cite

show abstract

“…Deliberate practice lies at the heart of the theoretical framework proposed by Ericsson et al (1993). The basic assumption of their frameworkÐthe`monotonic bene®ts assumption'Ðis that`the amount of time an individual is engaged in deliberate practice is monotonically related to that individual's acquired performance ' (p. 368 ; also see Krampe & Ericsson, 1995). In other words, quality of performance is directly related to quantity of`deliberate ' practice.…”

Section: The Monotonic Bene®ts Assumptionmentioning

confidence: 99%

Quantity and quality of musical practice as predictors of performance quality

Williamon

Valentine

2000

British J of Psychology

160

116

View full text Add to dashboard Cite

Twenty-two pianists, classified into four levels of skill, were asked to learn and memorize an assigned composition by J. S. Bach (different for each level). All practice was recorded on cassette tape. At the end of the learning process, the pianists performed their composition in a recital setting. The resulting performances were evaluated by three experienced piano teachers. From the cassette tapes, values for the quantity of practice were obtained. These values were compared across all four levels of skill and examined to reveal whether they were related to quality of performance. The analyses indicate that the standard deviations of the amount of time spent in each practice session increased systematically with level of skill and that pianists at higher levels spent more time in each practice session. Quantity of practice, however, was not significantly related to quality of performance. Rather, pianists who employed longer practice segments by the middle stage of practice produced better musical, communicative and technical performances. These findings stand in defiance of the argument that quantity of practice is the fundamental determinant of the quality of performance. Instead, they suggest that the content and quality of an individual's practice must be examined when investigating the determinants of musical skill.

show abstract

“…Research has revealed that the acquisition of expertise is related to the individual’s social background (Moore, Burland, & Davidson, 2003; Petocz, Duke, Bilgin, & Reid, 2012; Sichivitsa, 2007; Sloboda, 2000) in terms of motivation, practice habits and learning. Krampe and Ericsson (1995) acknowledged that deliberate practice is not necessarily intrinsically motivating or enjoyable for the individual. According to Hallam’s (2009) framework on motivation in music, the social background (e.g., peers, parents and teachers), among other factors, provides the necessary extrinsic motivation to persevere through the exhausting practice process.…”

mentioning

confidence: 99%

Peers, parents and teachers: A case study on how popular music guitarists perceive support for expertise development from “persons in the shadows”

2017

View full text Add to dashboard Cite

"Persons in the shadows" may substantially affect how an individual acquires expertise, through, for example, guiding deliberate practice. In the domain of popular music, such persons in the shadows might be peers, parents and teachers. Little research exists on how individuals perceive the impact of persons in the shadows on expertise development, particularly in fields like popular music. This study investigates the perceived impact exerted by peers, parents and teachers on the expertise development of guitarists in the domain of popular music. Interviews were used to investigate nine case studies of guitarists with different expertise levels (experts, sub-experts, amateurs). The main focus was on the roles of "persons in the shadows" concerning practising, learning and motivation. The results show that experts differ from sub-experts and amateurs in the perception of support from persons in the shadows. In particular, peers and the formation of bands were thought of having a strong effect on practising, learning and motivation. The impact of parents and teachers on the expertise development in guitar playing was perceived as more ambiguous, and they were deemed as less important by the expert group.

show abstract

Deliberate practice and elite musical performance

Cited by 24 publications

References 0 publications

Instrumental Performance Expertise and Amount of Practice among Instrumental Students in a Conservatoire

Instrumental Performance Expertise and Amount of Practice among Instrumental Students in a Conservatoire

Quantity and quality of musical practice as predictors of performance quality

Peers, parents and teachers: A case study on how popular music guitarists perceive support for expertise development from “persons in the shadows”

Contact Info

Product

Resources

About