Recent Research in Applied Studio Instruction: Practice Time and Strategies

Abstract

In his 2002 chapter, Systematic Research in Studio Instruction in Music Richard Kennell reviewed and summarized major research efforts for the applied studio setting. Over the past decade, a renewed interest in the applied studio has become apparent in a line of investigative inquiry pursued by researchers. The purpose of this second paper, in what has now become a three-part series, is to highlight recent research in the area of practice across an international platform. Kennell (2002) reviews research from within several broad categories: the roles of student and teacher, their behaviors, their interactions, and evaluation. Research undertaken in the 21st century can still be grouped loosely into these categories, which for the purposes of this series have been clustered into three papers. The first paper (Parkes, 2009) examines characteristics of the applied setting (Burwell, 2006; Colprit, 2000; Duke, 1999/2000; Duke & Simmons, 2006; Fredrickson, 2007; Gaunt, 2008; Kurkul, 2007; Laukka, 2004; Mills & Smith, 2003), . The current paper will focus on the use of practice in the applied studio (Barry & Hallam, 2002; Byo & Cassidy, 2008; Jorgensen, 2002; Jorgensen & Lehmann, 1997; Kostka, 2002; Lehmann, Slodoba, & Woody, 2007; Madsen, 2004; Maynard, 2006; Miksza, 2006; Nielsen, 2001 and 2008). The third, and final paper, is planned to examine a third cluster of research in the use of evaluation in the applied studio (Bergee, 2003; Bergee & Cecconi-Roberts, 2002; Oberlander, 2000; Author, 2006, 2008a, 2008b) . Additionally, several authors (Bennett & Stanberg, 2006; Jorgensen, 2000; Parncutt, 2007; Sinsabaugh, 2007) have recently highlighted a more collaborative approach to the current modus operandi of the applied studio and there has been particular interest (Author, 2009a; Wexler, 2008) in the dual roles that applied teachers undertake as performers and teachers which will be explored in the third paper in this series. The current paper will examine recent research regarding the use of practice time and practice strategies in the setting of the studios of applied teachers and recommendations for future research will be discussed. Overview