Effective instrumental practice: the views of conservatoire piano teachers in Australia and the United Kingdom

Abstract This aim of this study was to investigate conservatoire piano teachers’ views of effective instrumental practice. We conducted semi-structured interviews with eight teachers about their experiences of individual piano practice as a performer and a teacher. Through a template analysis of their responses, we identified key skills and strategies required to practise effectively including specific strategies (e.g., self-recording), domain-specific skills (e.g., harmonic and structural awareness) and self-regulatory skills (e.g., time management). Participants characterised effective practice as being thoughtful and driven by passion and inspiration. Important elements of teaching conservatoire piano students to practise included individual tailoring and a consideration of non-musical factors such as health. Participants also emphasised the lasting effects of early training. We discuss the implications of our findings for the training of practice skills for conservatoire students.