The purpose of this project was to uncover how music educators teach students to practice effectively and to discover effective mindfulness tools and strategies that could be used to enhance music practice. My aim was to uncover methods of mindful practice and integrate them into a model for effective music practice that teachers can incorporate into their instruction. The research questions that guided this project include: 1) How are music educators teaching students to practice effectively? 2) How does mindfulness affect music practice? 3) What are effective strategies for teaching mindful instrumental music practice in the K-12 classroom? Is there a music practice model that can include mindfulness? Instrumental K-12 band teachers who were known to the researcher and/or project advisors were invited to participate in this study. Because only one teacher agreed to participate, an individual case study was conducted with this one participant. The first significant finding from this study comes from the participant: Mindfulness will not work for everyone. For mindfulness to have a positive effect in your life and the lives of your students, then you must believe that mindfulness can make a difference. Using mindfulness strategies such as breathing techniques, specific and non-judgmental language, music educators can effectively assist students in identifying negative thought patterns, tension, and performance anxiety. Additional findings are discussed.
First Advisor Department
Second Advisor Department
Music Performance Studies
Foltz, Emily, "Investigating Mindfulness and Practice Strategies in the K-12 Music Curriculum" (2022). Honors Projects. 821.