Fairynne's Annotated Bibliography

Bonneville-Roussy, Arielle, and Thérèse Bouffard. “When Quantity Is Not Enough: Disentangling the Roles of Practice Time, Self-Regulation and Deliberate Practice in Musical Achievement.” Psychology of Music 43, no. 5 (2015): 686–704. DOI: 10.1177/0305735614534910

Self-regulation, practice time, and deliberate practice time have been shown to predict higher levels of musical performance. This article aims to integrate these three components in a short-term prospective study using college students. Self-regulation refers to goal-setting, self-assessment, task-oriented, and motivation aspects of music learning. Practice time refers to the amount of time spent practicing, and deliberate practice refers to “goal-directed practice aimed at improving performance.” While these three concepts may overlap in some areas, the authors posit that a full integration of these three aspects is needed to attain high levels of performance. By using a structural equation model in a 4-month prospective study, researchers were able to determine that self-perceptions and motivational factors are large factors when it comes to practice and performance. From the results of this study, the authors provide two observations: music educators can and should focus on the concepts of self-regulation and deliberate practice in their teaching, and students tend to focus on the amount of time spent practicing rather than the quality of their practice. 

This article is particularly helpful for my research because my community partner struggles with self-motivation and practicing. This study provides a wealth of knowledge when looking at the correlations between performance, motivation, and self-perceptions, and how each of these affects the student in the practice room. It gives great suggestions on how to incorporate and define deliberate practice and different ways effective practice can be achieved. 

Wilde, Eva Margaret, and Graham Frederick Welch. “Attention Deficit Hyperactivity Disorder (ADHD) and Musical Behaviour: The Significance of Context.” Psychology of Music 50, no. 6 (2022): 1942–1960. DOI: 10.1177/03057356221081163

Using an exploratory case study, the authors aim to provide insight into the behaviors and musical engagement exhibited by persons diagnosed with ADHD both during musical engagement and after. After an introduction to the diagnosis of ADHD, the authors detail the case study framework and methods: two boys (ages 9 and 15) diagnosed with ADHD were observed in their real-life contexts of music making. The 9-year-old was observed in a small group music program and the general classroom before and after the music program. The 15-year-old was observed in a one-to-one instrumental lesson setting and a special educational needs and disabilities community orchestra rehearsal. The findings of these case studies show that typical ADHD behavior is often absent in active music-making and highlight the need for appropriately trained music educators to apply effective approaches to music learning to students diagnosed with ADHD.

While this study has a clear limitation of a small sample size, it is useful for my project as my community partner was diagnosed with ADHD at a young age. The article provides helpful data and definitions, while also examining the lack of research on this subject. This article does not provide a step-by-step best practice of music education for students with ADHD, but it does provide research-driven conclusions about the impact that music education and participation have on students diagnosed with ADHD that will further my research for my project.

Yael, Dorin, Esther Vinner, and Izhar Bar-Gad. “Pathophysiology of Tic Disorders.” Movement Disorders 30, no. 9 (2015): 1171–1178. DOI: 10.1002/mds.26304

This article examines the pathophysiology and the distinct brain pathways involved with tics and tic disorders (TDs). After defining different types of tics, the authors differentiate between the two main brain networks involved in tics and TDs: the expression networks and the control networks. Under the expression networks, the authors examine the neuronal activity that differentiates between voluntary movement and spontaneous tics and premonitory urges by analyzing data from fMRI studies and animal models. The authors branch into statistics regarding comorbid conditions that often cooccur in TD patients - most commonly ADHD and OCD/OCB. Tic suppression and behavioral states fall under the control networks which determine the level of voluntary management that a TD patient may or may not have over their tics. 

This article offers insight into my project, as my community partner has a diagnosed TD. It provides basic definitions while also expanding into research-driven conclusions about the origins and vast manifestations of TDs. I will be able to utilize the research presented in this article to bolster my knowledge of TDs and inform ways that I can adjust my teaching style and provide support for the community partner.