Musical Practice Techniques – The Checklist.

We all love a checklist, it's easy, portable, and fool-proof. This is a good way for many students to make sure they are actually practicing the correct things during their practice sessions. It concerns itself with the actual content of the practice. If they can neatly check off all of the things that need to be done in order to be “doing it right”, it will be taken as read that the contents of their practice has been completed. Most of the headings in this piece have their own checklists for ease of use!

The best things about this technique of practicing are all in the general area of content – as mentioned before. This doesn't “quantify” the amount of each element, or how each element is to be done, it's just a matter of making sure it's all included, so in the pros column:

• It's very easy to understand. A Child can comprehend it.

• It's Effective for making sure the content is included.

• It is good for organizing the structure of practice.

There are some things that may not be so great about using checklists for practice. Let's think about a few of them (and if there are any I missed out on, maybe you will help me in the comments please):

• It misses the element of time in practice.

• It misses the preciseness of alternative methods like “practice log”.

• It's easy to pretend that you've covered the whole list – accidentally or on purpose.

• It could become just a check-box exercise that is actually counter - productive.

• Students who may forget easily about what they should be practicing

• Students who are preparing for an examination (in combination with other methods)

• Students who need gentle guidance in subject matter

• Students who need help in organizing their practice time.

For most comprehensive music programs where the student is being taught a balanced curriculum of theory and practice, whether for an exam or not, the check list has it's place. As outlined above it's main benefits are that it helps the student not to overlook any element of the practice. It acts as an aide memoir. It helps the student not to accidentally forget parts of their practice routine.

However, in light of the weaknesses of this approach, unless the student is very motivated about putting together his or her own plan of practice with times, then the check list needs to be supplemented with other methods such as Detailed Practice Logs, Performance Development Plans (or Practice Development), and a full practice routine with a sample log for the student to complete.

I would also suggest that unless the student (or parent in some cases) specifically calls for it, to stay away from an overly prescriptive approach. So this means that I would shy away from using all of the above approaches with the student, because they could easily become overwhelmed and that would work against their aims. It's always wise to listen to your student!

An important consideration is, this practice must be fun for the student. If it's not fun for them, they really have no incentive to learn!

So this understanding will help us work towards balanced, fun and effective practice programs for our students.