A new narrative for instrumental practice
reflection and critical thinking in music education
DOI:
https://doi.org/10.35699/2317-6377.2025.59337Keywords:
Instrumental practice, Autonomy, Mindful practice, Reflection, Music educationAbstract
Traditionally, instrumental practice has focused on repetition and technical optimization, limiting the development of autonomy and deep understanding of the repertoire. This article proposes a new narrative for instrumental practice, viewing it not only as a technical activity but as a self-regulated, reflective, and strategic process. It emphasizes the importance of conscious practice, integrating technique with critical interpretation and artistic expression, promoting progressive autonomy as a formative goal. Furthermore, the essential role of the teacher as a reflective mentor is highlighted, facilitating motivation, strategic thinking, and conscious decision-making, which fosters deeper and more sustainable learning. This narrative invites a reconsideration of instrumental practice as an active educational process, where the student makes decisions, connects learning with their artistic identity, and engages in their personal and musical development.
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