Abstract
Research into musical practice has over recent decades focused on the technical and organisational strategies employed by novices and experts. What has been less studied are the background factors or influences on the quality of this music practice. Drawing on interview data collected from 66 children and adults from a mixed methods project, we investigate dispositional factors involved in learning and their association with practice strategies and musical and technical outcomes. A qualitative cluster analysis of beliefs about music and learning, expressions of volition and practice strategies produced three distinctive patterns of learning that influenced technical, musical and affective outcomes for the participants. Implications for teaching and learning are discussed.
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