Methods
All of my ensemble classes are organized by grade level, which present many opportunities for students of all abilities to learn how to play an instrument and grow. Instead of the ensembles being grouped by experience or ability, students with broad ranges of experience learn how to work together to improve upon their individual growth while also contributing to the success of the whole group. Each year I encounter similar issues around differentiating instruction for such a wide range of student abilities. This year I was struck by the idea of exploring deliberate practice, which I believe is vital for students to experience success with their own performance. Practice is something that everyone experiences or does at their own pace, so it can be easily differentiated and modified for each student. When teaching any specialized skill, it is important to understand the methods behind effective practice of that skill as well as creating a positive environment that motivates students.
After observing student practice during class and talking with students about their independent practice routines, I was inspired to take a deeper look at how my students practice on their own and to find ways to encourage and support more deliberate practice within my music program. I want students to generally feel that they have some level of control over the learning environment that we create. To explore these ideas, I plan to take a variety of actions, all aimed at helping students think deeply about practice in general and their own ways of practicing in particular. I will be focusing my research on my seventh and eighth grade students. The seventh grade class has 24 students and the eighth grade class has 32 students. These two classes combine and perform together for our concerts throughout the year. It has been interesting to teach these classes separately and reflect on what has worked well for each class.
Below I discuss how I collected and analyzed data to develop a deeper understanding of how students practiced and what we did over the year that led to improvement. The data I collected over the course of the action research became a guide in my quest to create an instrumental music program that students are proud to be a part of and supports deliberate practice.
Beginning, Mid and End of the Semester Survey
I used Google Forms to hear from a majority of students in the music department at several key points during the year. To get my students thinking about their practice routines and open a dialogue for the year, I used a survey that had two purposes:
1: I wanted to achieve a baseline measurement of their current level of practice, goals for the year, feelings and motivation toward practice.
2: I wanted to help get my students acquainted with the survey process using computer-based technology and providing meaningful feedback.
This gave me a better understanding of what students expected to accomplish in their independent practice as well as what they considered to be meaningful. I also attempted to define practice strategies that were presently being used by students from different grades and ability levels.
The students completed a survey three times throughout the study. This helped me to gather data about the student’s feelings and how they change through the process. The results helped guide my own teaching and direction of the program throughout the year. The surveys were a mix of closed and open questions designed to look at student’s perceptions of their practice over the course of the year. (See Appendix A.5 – A.9)
I analyzed the data by looking for themes and patterns in student motivational ratings aimed at practice, group rehearsal and performance. I analyzed positive and negative responses about practice to see how it compared with students experience throughout the study. I also wanted to define the strategies students were using in their own practice session and how they felt when using them. For example, were they using a metronome? Do they write in notes? Do they sing the passage first? Do they start with a small chunk and play it slow? Or do they just play through? What really helps students to practice effectively? I created graphs and charts that allowed me to compare my data and analyze themes, frequency of responses and changes over the course of the year. I used survey questions and exit cards throughout the year with all of my students but chose to focus exclusively on the responses gathered from my seventh and eighth grade band students, approximately 54 students. I chose this group of students because most of them have had at least one year of experience in my classroom and have a basic understanding of how to practice an instrument.
Focus Student Interviews
Throughout the year, in order to get a deeper look at student practice, I conducted interviews with five students from different ability and grade levels and discussed their experiences with individual and group practice. I asked these students to discuss their practice habits in small group and individual settings. I conducted interviews at the beginning and end of the study. I hoped to learn more in-depth information about how students practiced, why they practiced and how they felt about individual and group practice sessions. I wanted to see and hear what my students felt as they progressed through the year. I also hoped to learn what type of feedback was the most useful for my students in helping them grow as musicians. Ultimately, I hoped the interviews would help inform my decisions regarding student practice and give me insight into how to give valuable and effective feedback for all of my students. I recorded and transcribed audio of a few interviews but later just took notes when something came up that I thought was valuable. I looked for common themes running through the responses and grouped them with similar data from exit cards, other interviews and surveys. I was looking at how different kids responded to the same questions. This would later be helpful in guiding my instruction determining how to differentiate for students with different ability levels.
Focus Student Journals, Performances and Reflections
Throughout the study, 5 focus students kept a record of their individual progress and reflections on practice. I periodically reviewed their reflections for positive and negative reactions to individual practice sessions, strategies used during practice and class rehearsals. I used their journals as a guide to lead the individual interviews. I asked students about their goals for their individual playing as well as how they thought our group was progressing with the music in class. I frequently had follow up conversations with these students after analyzing exit cards and surveys from the entire class.
I had many valuable conversations with these students as a result from using broad questions throughout the year. Here are a few examples of questions I used.
Class Exit Cards
I also used exit cards to collect data on student’s feelings of satisfaction with their own playing as well as the playing and performance of their peers and overall group. The exit cards had prompts such as:
I used these comments to identify themes and guide future classes and rehearsals in an effort to meet the needs of all students. I tracked positive and negative responses, which then allowed me to identify areas to focus on throughout our rehearsals. I also talked to students about their exit card results and discussed how their responses shaped the rehearsals.
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After observing student practice during class and talking with students about their independent practice routines, I was inspired to take a deeper look at how my students practice on their own and to find ways to encourage and support more deliberate practice within my music program. I want students to generally feel that they have some level of control over the learning environment that we create. To explore these ideas, I plan to take a variety of actions, all aimed at helping students think deeply about practice in general and their own ways of practicing in particular. I will be focusing my research on my seventh and eighth grade students. The seventh grade class has 24 students and the eighth grade class has 32 students. These two classes combine and perform together for our concerts throughout the year. It has been interesting to teach these classes separately and reflect on what has worked well for each class.
Below I discuss how I collected and analyzed data to develop a deeper understanding of how students practiced and what we did over the year that led to improvement. The data I collected over the course of the action research became a guide in my quest to create an instrumental music program that students are proud to be a part of and supports deliberate practice.
Beginning, Mid and End of the Semester Survey
I used Google Forms to hear from a majority of students in the music department at several key points during the year. To get my students thinking about their practice routines and open a dialogue for the year, I used a survey that had two purposes:
1: I wanted to achieve a baseline measurement of their current level of practice, goals for the year, feelings and motivation toward practice.
2: I wanted to help get my students acquainted with the survey process using computer-based technology and providing meaningful feedback.
This gave me a better understanding of what students expected to accomplish in their independent practice as well as what they considered to be meaningful. I also attempted to define practice strategies that were presently being used by students from different grades and ability levels.
The students completed a survey three times throughout the study. This helped me to gather data about the student’s feelings and how they change through the process. The results helped guide my own teaching and direction of the program throughout the year. The surveys were a mix of closed and open questions designed to look at student’s perceptions of their practice over the course of the year. (See Appendix A.5 – A.9)
I analyzed the data by looking for themes and patterns in student motivational ratings aimed at practice, group rehearsal and performance. I analyzed positive and negative responses about practice to see how it compared with students experience throughout the study. I also wanted to define the strategies students were using in their own practice session and how they felt when using them. For example, were they using a metronome? Do they write in notes? Do they sing the passage first? Do they start with a small chunk and play it slow? Or do they just play through? What really helps students to practice effectively? I created graphs and charts that allowed me to compare my data and analyze themes, frequency of responses and changes over the course of the year. I used survey questions and exit cards throughout the year with all of my students but chose to focus exclusively on the responses gathered from my seventh and eighth grade band students, approximately 54 students. I chose this group of students because most of them have had at least one year of experience in my classroom and have a basic understanding of how to practice an instrument.
Focus Student Interviews
Throughout the year, in order to get a deeper look at student practice, I conducted interviews with five students from different ability and grade levels and discussed their experiences with individual and group practice. I asked these students to discuss their practice habits in small group and individual settings. I conducted interviews at the beginning and end of the study. I hoped to learn more in-depth information about how students practiced, why they practiced and how they felt about individual and group practice sessions. I wanted to see and hear what my students felt as they progressed through the year. I also hoped to learn what type of feedback was the most useful for my students in helping them grow as musicians. Ultimately, I hoped the interviews would help inform my decisions regarding student practice and give me insight into how to give valuable and effective feedback for all of my students. I recorded and transcribed audio of a few interviews but later just took notes when something came up that I thought was valuable. I looked for common themes running through the responses and grouped them with similar data from exit cards, other interviews and surveys. I was looking at how different kids responded to the same questions. This would later be helpful in guiding my instruction determining how to differentiate for students with different ability levels.
Focus Student Journals, Performances and Reflections
Throughout the study, 5 focus students kept a record of their individual progress and reflections on practice. I periodically reviewed their reflections for positive and negative reactions to individual practice sessions, strategies used during practice and class rehearsals. I used their journals as a guide to lead the individual interviews. I asked students about their goals for their individual playing as well as how they thought our group was progressing with the music in class. I frequently had follow up conversations with these students after analyzing exit cards and surveys from the entire class.
I had many valuable conversations with these students as a result from using broad questions throughout the year. Here are a few examples of questions I used.
- What is going well during rehearsals?
- Describe what you think makes a rehearsal go well.
- How can we improve the consistency in meaningful rehearsals?
- What could make band better?
Class Exit Cards
I also used exit cards to collect data on student’s feelings of satisfaction with their own playing as well as the playing and performance of their peers and overall group. The exit cards had prompts such as:
- What is working for you in music class?
- What could improve music class?
- Rate your own individual effort in today’s performance.
- What parts did you struggle with today? Why?
- During your individual practice what improved?
I used these comments to identify themes and guide future classes and rehearsals in an effort to meet the needs of all students. I tracked positive and negative responses, which then allowed me to identify areas to focus on throughout our rehearsals. I also talked to students about their exit card results and discussed how their responses shaped the rehearsals.
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