Practice Makes Perfect Understanding the Acquisition of Musical Expertise

Introduction

Part 1: Musical Ability

1. Conceptions of Musical Ability

Susan Hallam and Vanessa Prince

2. 21st Century Conceptions of Musical Ability

Susan Hallam

Part 2: The Development of Musical Expertise

3. The Predictors of Achievement and Dropout in Instrumental Tuition

Susan Hallam

4. The Development of Expertise in Young Musicians: Strategy Use, Knowledge Acquisition and Individual Diversity

Susan Hallam

5. What Predicts Level of Expertise Attained, Quality of Performance, and Future Musical Aspirations in Young Instrumental Players?

Susan Hallam

6. Transitions and the Development of Expertise

Susan Hallam

7. Transitions and the Development of Expertise: Update 2021

Susan Hallam

8. Conceptions of Musical Understanding

Susan Hallam and Ioulia Papageorgi

Part 3: How Do Professional Musicians Practice

9. Professional Musicians’ Orientations to Practice: Implications for Teaching

Susan Hallam

10. Professional Musicians’ Approaches to the Learning and Interpretation of Music

Susan Hallam

11. The Development of Memorisation Strategies in Musicians: Implications for Education

Susan Hallam

12. The Development of Metacognition in Musicians: Implications for Education

Susan Hallam

Part 4: Practice in Young Musicians

13. The Development of Practising Strategies in Young People

Susan Hallam, Tiija Rinta, Maria Varvarigou, Andrea Creech, Ioulia Papageorgi, Teresa Gomes, and Jennifer Lanipekun

14. Are There Gender Differences in Instrumental Music Practice?

Susan Hallam, Maria Varvarigou, Andrea Creech, Ioulia Papageorgi, Teresa Gomes, Jennifer Lanipekun, and Tiija Rinta

15. Are There Differences in Practice Depending on the Instrument Played?

Susan Hallam, Andrea Creech, Maria Varvarigou, and Ioulia Papageorgi

Part 5: Musical Motivation

16. Musical Motivation: Towards a Model Synthesising the Research

Susan Hallam

17. Gender Differences in Musical Instrument Choice

Susan Hallam, Lynne Rogers, and Andrea Creech

18. Changes in Motivation as Expertise Develops: Relationships with Musical Aspirations

Susan Hallam, Andrea Creech, Ioulia Papageorgi, Teresa Gomes, Tiija Rinta, Maria Varvarigou, and Jennifer Lanipekun

19. Gender Differences in Musical Motivation at Different Levels of Expertise

Susan Hallam, Andrea Creech, Maria Varvarigou, and Ioulia Papageorgi

20. Relationships between Practice, Motivation, and Examination Outcomes

Susan Hallam, Ioulia Papageorgi, Maria Varvarigou, and Andrea Creech

Part 6: Promoting Musical Motivation in Formal Educational Contexts

21. What Contributes to Successful Whole-Class Ensemble Tuition?

Susan Hallam

22. Supporting Musical Progression for Children from Very Disadvantaged Communities Participating in the English ‘In Harmony’ Program

Susan Hallam and Susanne Burns

23. Pupils’ Perceptions of Informal Learning in School Music Lessons

Susan Hallam, Andrea Creech and Hilary McQueen

24. Teachers’ Perceptions of the Impact on Students of the Musical Futures Approach

Susan Hallam, Andrea Creech and Hilary McQueen

25. The Perceptions of Non Music Staff and Senior Management of the Impact of the Implementation of the Musical Futures Approach on the Whole School

Susan Hallam, Andrea Creech and Hilary McQueen

26. Can the Adoption of Informal Approaches to Learning Music in School Music Lessons Promote Musical Progression?

Susan Hallam, Andrea Creech and Hilary McQueen

Biography

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.