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The Practice of Rest
The Practice of Rest
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091501.5
- ISBN
- 9798270235505
- DDC
- 153.12
- 서명/저자
- The Practice of Rest / Suzanne Elizabeth Charney
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (154 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Simmons, Amy L. Committee members: West, Justin J.; Jellison, Judith A.; Duke, Robert A.; Scott, Laurie P.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약Musicians spend considerable time practicing to acquire, refine, and maintain performance skills. Because practice is a necessary part of music learning, researchers have investigated practice to determine how musicians' efforts can be optimized in terms of time and behavior. The energy musicians can expend in any one practice session is finite, limited by both mental and physical fatigue, so rest has always been important as a means of recovering from effortful work. But recent research makes clear that rest benefits human learning in multi-faceted ways that extend beyond recovery, and these ideas are underrepresented in music research.This dissertation examined rest in two ways. First, I explored rest using a motor learning framework common in memory consolidation research. Researchers have examined the performance of nonmusicians learning various motor sequence tasks and documented more performance gain following 10-s intervals of rest than after 10-s intervals of practice, attributing rest gains to memory consolidation mechanisms initiated early in learning. In the first of two studies presented in Chapter 2, I explored previously published data (Simmons et al., 2019) to compare speed gains made during alternating 30-s intervals of practice and rest between musician and non-musician groups as they learned a five-element motor sequence task. Both groups made significant improvements in performance speed, although musicians outperformed nonmusicians consistently. Participants' overall speed gains were equally attributable to practice and rest intervals, which is inconsistent with the idea that more gains are attributable to early-stage consolidation than to practice in initial skill acquisition.In the second study of Chapter 2, I used the same consolidation protocol to determine whether the duration of practice and rest intervals affected musicians' speed gains as they acquired a new motor skill. I compared two schedules of alternating practice and rest (10 s or 30 s) and observed similar significant speed gains in the two schedule conditions. I found only one significant difference between gains attributable to practice and rest in the first 30 s of practice; specifically, significantly greater gains were demonstrated by the 30-s group in their first practice interval than in any other interval of practice or rest in both groups. This result further contradicts the idea that early-stage consolidation contributes more to overall performance gain than physical practice.The second approach to examining rest in music learning was to document how rest occurs naturally in the practice of highly skilled collegiate musicians as they maintain and refine previously acquired motor skills. Study 3's exploratory observational design (see Chapter 3) included an examination of 25 20-min practice videos collected as part of an instrumental pedagogy course for music performance majors. I found that participants spent 31.5% of their total practice time engaging in behaviors other than full-instrument performance. Six of the 25 participants did not rest-even briefly-during their 20-min video, and three more rested once. These results make clear that the music majors within this sample are not consistently including rest as a systematic tool that can facilitate changes in performance. This was the first study to include detailed documentation of practice behaviors other than full instrument performance, and I have defined and described these behaviors so they may be useful for future research.Perhaps the most compelling result of this work is that it provides evidence about the benefits of rest in ways that could encourage musicians to be intentional about including time away from playing in their practice. When rest is employed strategically, it benefits motor learning in music by offering physical relief and creating moments for reflection and goal setting between performance trials; even in the earliest stages of skill acquisition, time away from physical practice allows mechanisms of consolidation to modify memory.
- 언어주기
- English
- 일반주제명
- Music
- 일반주제명
- Musical performances
- 일반주제명
- Music education
- 키워드
- Music majors
- 키워드
- Music learning
- 기타저자
- The University of Texas at Austin Music
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091501.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270235505
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a153.12
■1001 ▼aCharney, Suzanne Elizabeth▼eauthor.
■24510▼aThe Practice of Rest ▼cSuzanne Elizabeth Charney
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (154 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Simmons, Amy L. Committee members: West, Justin J.; Jellison, Judith A.; Duke, Robert A.; Scott, Laurie P.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aMusicians spend considerable time practicing to acquire, refine, and maintain performance skills. Because practice is a necessary part of music learning, researchers have investigated practice to determine how musicians' efforts can be optimized in terms of time and behavior. The energy musicians can expend in any one practice session is finite, limited by both mental and physical fatigue, so rest has always been important as a means of recovering from effortful work. But recent research makes clear that rest benefits human learning in multi-faceted ways that extend beyond recovery, and these ideas are underrepresented in music research.This dissertation examined rest in two ways. First, I explored rest using a motor learning framework common in memory consolidation research. Researchers have examined the performance of nonmusicians learning various motor sequence tasks and documented more performance gain following 10-s intervals of rest than after 10-s intervals of practice, attributing rest gains to memory consolidation mechanisms initiated early in learning. In the first of two studies presented in Chapter 2, I explored previously published data (Simmons et al., 2019) to compare speed gains made during alternating 30-s intervals of practice and rest between musician and non-musician groups as they learned a five-element motor sequence task. Both groups made significant improvements in performance speed, although musicians outperformed nonmusicians consistently. Participants' overall speed gains were equally attributable to practice and rest intervals, which is inconsistent with the idea that more gains are attributable to early-stage consolidation than to practice in initial skill acquisition.In the second study of Chapter 2, I used the same consolidation protocol to determine whether the duration of practice and rest intervals affected musicians' speed gains as they acquired a new motor skill. I compared two schedules of alternating practice and rest (10 s or 30 s) and observed similar significant speed gains in the two schedule conditions. I found only one significant difference between gains attributable to practice and rest in the first 30 s of practice; specifically, significantly greater gains were demonstrated by the 30-s group in their first practice interval than in any other interval of practice or rest in both groups. This result further contradicts the idea that early-stage consolidation contributes more to overall performance gain than physical practice.The second approach to examining rest in music learning was to document how rest occurs naturally in the practice of highly skilled collegiate musicians as they maintain and refine previously acquired motor skills. Study 3's exploratory observational design (see Chapter 3) included an examination of 25 20-min practice videos collected as part of an instrumental pedagogy course for music performance majors. I found that participants spent 31.5% of their total practice time engaging in behaviors other than full-instrument performance. Six of the 25 participants did not rest-even briefly-during their 20-min video, and three more rested once. These results make clear that the music majors within this sample are not consistently including rest as a systematic tool that can facilitate changes in performance. This was the first study to include detailed documentation of practice behaviors other than full instrument performance, and I have defined and described these behaviors so they may be useful for future research.Perhaps the most compelling result of this work is that it provides evidence about the benefits of rest in ways that could encourage musicians to be intentional about including time away from playing in their practice. When rest is employed strategically, it benefits motor learning in music by offering physical relief and creating moments for reflection and goal setting between performance trials; even in the earliest stages of skill acquisition, time away from physical practice allows mechanisms of consolidation to modify memory.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aMusic
■650 4▼aMusical performances
■650 4▼aMusic education
■653 ▼aMusic majors
■653 ▼aMusic learning
■653 ▼aMotor sequence task
■653 ▼aMemory consolidation
■7102 ▼aThe University of Texas at Austin▼bMusic.▼edegree granting institution.
■7201 ▼aSimmons, Amy L.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361271▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
