Naturally emerging self-regulated practice behaviors among highly successful beginning recorder students

Abstract

The purpose of this research study was to extend current scholarship on self-regulated practice behaviors of young instrumentalists to the general music recorder classroom. This qualitative study explored the reflections of successful beginning recorder players in relation to the self-regulated practice model. Interviews were conducted with three high-achieving third-grade recorder players and responses were coded for themes relating to self-regulated practice. Results support the notion that self-regulation is an important component of effective practice and implications for music educators are explored. The study represents an unprecedented examination of the practice behaviors of children just beginning recorder study, and provides music educators with practical, research-based strategies for improving group recorder instruction in the elementary grades.