Individual Differences between the Practising Behaviours of Six Pianists: A Challenge to Perceptual Learning Style Theory

Autor/in	Odendaal, Albi
Titel	Individual Differences between the Practising Behaviours of Six Pianists: A Challenge to Perceptual Learning Style Theory
Quelle	In: Research Studies in Music Education, 41 (2019) 3, S.368-383 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Odendaal, Albi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X18774365
Schlagwörter	Cognitive Style; Music; Music Education; Musical Instruments; Individual Differences; Learning Theories; Teaching Methods; Classical Music; Higher Education; Musicians; Recall (Psychology); Behavior Patterns; Learning Processes; Video Technology; Gender Differences; Student Attitudes; Comparative Analysis; Drills (Practice); Graduate Students; Undergraduate Students; Memory; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Musik; Musikerziehung; Musikinstrument; Individueller Unterschied; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Musiker; Abberufung; Learning process; Lernprozess; Geschlechterkonflikt; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gedächtnis; Ausland; Europa
Abstract	Perceptual Learning Style theory (PLS) claims that the presentation of information in either a visual, auditory or kinaesthetic format will improve the learning of selected individuals due to the dominance of one or more modality in their information gathering. The modality dominance of six Western classical pianists in higher music education was explored through observing their practising in four different situations totalling 80 minutes, and conducting interviews with them in a stimulated-recall protocol after each observation. The observation and interview data were analysed to (1) identify patterns in individuals' approaches to learning new musical material from scores, to (2) identify differences between the individuals, and to (3) relate these differences to the predictions of PLS. Thirteen behavioural categories were identified that differentiated the pianists, but these could not be convincingly linked to PLS. The findings of the study question the applicability of the theory to musical practising. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01