ALBI ODENDAAL

Email: andries.odendaal@siba.fi

Practising habits and perceptual

learning style: Is there a link?
INTRODUCTION
Most people learn faster and remember longer when
using their strongest sense modality (visual, aural, or
kinaesthetic), according to perceptual learning style
theory (Behesthi 2009).
In music, perceptual learning style has been observed in
young children’s approach to lessons in their first year
of learning (Calissendorff 2006) and in their listening to
music (Dunn 2009). With students in higher education,
it has been observed in interpretation seeking (Hultberg
2008), but not in memorisation strategies (Mishra 2007).
Playing an instrument at a high level uses all three the
sense modalities actively. Could the practising habits of
students in higher education be influenced by learning
style, as suggested by Behesthi (2009)?
OBJECTIVE
To investigate the practising habits of classical music
instrumentalists in higher education, in order to gain un-
derstanding of the influence of perceptual learning style
on these habits.
METHODS
Two studies will be undertaken to investigate this broad
aim. The first employs a survey, and the second employs
observations of practice followed by interviews.
QUESTIONNAIRE STUDY
Which aspects of individual perceptual learning style
profiles are in evidence in the strategies that musicians
say that they use when learning to play a piece of music
that is new to them?
OBSERVATIONAL STUDY
Which aspects of individual perceptual learning style
profiles can be observed in the strategies that musicians
select when learning to play a piece of music that is new
to them?
Six pianists will be asked to video record themselves
at the beginning and near the end of their learning of
two pieces of music of their own choice, taken from the
Classical and Modern repertoire respectively. These video
recordings will be viewed and discussed with the pianists
immediately after their practice session, with a view to
exploring the thought processes involved in selecting
specific practising habits.
SIGNIFICANCE
It is common to assume learning style differences, but
this assumption has not been thoroughly addressed in
research in music education. This research will investi-
gate previously unexamined aspects of perceptual learn-
ing style theory, in the hope of contributing to the debate
regarding its significance and range of application.
Results from this study will be published in a monograph,
and several articles will be submitted to international
journals for publication.

A questionnaire consisting of 16 aural, 16 visual, and 15

kinaesthetic items was constructed based on a thorough Beheshti
, S. (2009 Referen
). Improvi ces
review of literature on learning style and practising strat- through ng studio
m u
Internatio understa si c teachin
egies. An additional nine “organisation of practice” items nal Journal
of Music E
nding lea
rning styl
g
were included to obscure the purpose of the question- Calissend ducation, es.
orff, M. (2 27(2), 107-
006). Un 115.
naire. This questionnaire will be given to the whole popu- d
of pre -sch erstanding the le
lation of the Sibelius Academy in fall 2011. ool childre arning st
Music Edu n learn yle
cation Res ing the violin.
Dunn, R. ea rch, 8(1), 8
Preliminary results from two pilot studies indicate that E. (2008). 3-96.
kinesthe The effect
tic perce o f auditory,
there is a common stock of practising habits that all re- ptual stre
ngths visual or
Contributi
spondents use. A small amount of non-playing habits, ons to Mu on music listenin
Hultberg sic Educati g.
such as the use of visualization, silent rehearsal, and vo- ,C on, 35, 47-
finding in . (2008). Instrum 78.
calization, accounts for most of the variation in answers. terpretati ental stu
ons: com de
plexity an nts’ strategies for
If learning style has an influence on practising habits, Psycholog
d individu
al
then it would possibly be observed in these non-playing Mishra, J. y of Music, variety.
(2007). C 36(1), 7-23
orrelatin .
practising habits. g musica
l m
and perc e m orization
Visions of eptual le styles
Research arn
in Music E ing modalities.
Retrieved ducation,
from ww 9/10, 1-19.
w.rider.e
du/~vrm
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