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Schema Theory and the Effect of Variable Practice in String Teaching

Published online by Cambridge University Press:  18 December 2008

Fiona Pacey
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Abstract

Schmidt (1975) postulates that motor skills are learned as schemas, which should be better learned if built up from experiencing a wide variety of actions. This variable practice hypothesis is tested in teaching string pupils selected skills, namely the ability to control loudness, tempo and intonation. Results suggest a positive conclusion in the first two instances, but are more ambivalent in the third. There is some discussion of the implications for developing effective practising skills, to help learning become more productive and interesting, and in the application of such skills to the goal of musical and expressive performance.

Type
Research Article
Information
British Journal of Music Education , Volume 10 , Issue 2 , July 1993 , pp. 91 - 102
Copyright
Copyright © Cambridge University Press 1993

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