Practicing Strategically: The Difference Between Knowledge and Action in Two Eighth-Grade Students’ Independent Instrumental Practice

Abstract

This qualitative collective case study examined the practice strategies of two eighth-grade instrumentalists. Participants included two student—parent pairs from the author’s school district. Data were obtained through interviews and videotaped practice sessions. Results are presented according to two main themes: practice description versus practice action and personal enjoyment. The findings of this study suggest that a gap exists between the students’ knowledge and their application of effective strategies to their independent practicing.