Practice Makes Perfect

Susan Hallam is emerita professor of education and music psychology at the Institute of Education, University College London. Her research interests include learning and performance in music and the power of music. She has published extensively in relation to music psychology and music education, including Instrumental Teaching: A Practical Guide (1998), The Power of Music (2014), Music Psychology in Education (2005), Preparing for Success: A Practical Guide for Young Musicians (with Helena Gaunt, 2012), The Psychology of Music (2019); and The Power of Music: An Exploration of the Evidence (with Evangelos Himonides, 2020). She is co-editor of The Oxford Handbook of Psychology of Music (2009, 2016) and Music Education in the 21st Century in the UK. She was awarded an MBE for services to music education in 2015 and has been recognised by the International Society for Music Education, the British Psychology Society, and the Society for Education, Music and Psychology Research (SEMPRE) with honorary lifelong membership.

• IntroductionPart 1: Musical Ability1. Conceptions of Musical Ability2. 21st Century Conceptions of Musical AbilityPart 2: The Development of Musical Expertise3. The Predictors of Achievement and Dropout in Instrumental Tuition4. The Development of Expertise in Young Musicians: Strategy Use, Knowledge Acquisition and Individual Diversity5. What Predicts Level of Expertise Attained, Quality of Performance, and Future Musical Aspirations in Young Instrumental Players?6. Transitions and the Development of Expertise7. Transitions and the Development of Expertise: Update 20218. Conceptions of Musical UnderstandingPart 3: How Do Professional Musicians Practice9. Professional Musicians’ Orientations to Practice: Implications for Teaching10. Professional Musicians’ Approaches to the Learning and Interpretation of Music11. The Development of Memorisation Strategies in Musicians: Implications for Education12. The Development of Metacognition in Musicians: Implications for EducationPart 4: Practice in Young Musicians13. The Development of Practising Strategies in Young People14. Are There Gender Differences in Instrumental Music Practice?15. Are There Differences in Practice Depending on the Instrument Played?Part 5: Musical Motivation16. Musical Motivation: Towards a Model Synthesising the Research17. Gender Differences in Musical Instrument Choice18. Changes in Motivation as Expertise Develops: Relationships with Musical Aspirations19. Gender Differences in Musical Motivation at Different Levels of Expertise20. Relationships between Practice, Motivation, and Examination OutcomesPart 6: Promoting Musical Motivation in Formal Educational Contexts21. What Contributes to Successful Whole-Class Ensemble Tuition?22. Supporting Musical Progression for Children from Very Disadvantaged Communities Participating in the English ‘In Harmony’ Program23. Pupils’ Perceptions of Informal Learning in School Music Lessons24. Teachers’ Perceptions of the Impact on Students of the Musical Futures Approach25. The Perceptions of Non Music Staff and Senior Management of the Impact of the Implementation of the Musical Futures Approach on the Whole School26. Can the Adoption of Informal Approaches to Learning Music in School Music Lessons Promote Musical Progression?