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Abstract
This multiple case study examined six adolescent band students engaged in self-directed practice. The students’ practice sessions were videotaped. Students provided verbal reports during their practice and again retrospectively while reviewing their video immediately after practice. Students were asked to discuss their choice of practice strategies, their self-assessment process, and their motivation. This study suggests that student use (and nonuse) of aural imagery seemed to affect practice in multiple ways relating to motivation, goal setting, strategy use, and self-assessment. The quality of aural image a student had of the music to be played seemed to be related to the student’s level of music literacy.
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