ENHANCING VIOLA PERFORMANCE IN SCHOOL-AGED STUDENTS: A CASE STUDY ON THE APPLICATION OF INTERLEAVED PRACTICE IN THE PREPARATION OF A SIXTEEN-YEAR-OLD VIOLIST FOR A NATIONAL COMPETITION

Abstract

Learning how to play a musical instrument as a young child is a decision that can have vast and multifaceted benefits. Music training has been widely researched, and numerous studies have confirmed its broad cognitive, emotional, social, and academic development. However, learning to master the chosen instrument will take many years of practicing the technique and interpretation to reach the level of professional performance. The role of the teacher is crucial and serves as a mentor for lifelong learning, showing students that learning an instrument is not just about mastering technical skills but about continuously evolving as a musician and individual. While the teacher’s role is indispensable in the development of musical mastery, mastery itself is the result of a combination of factors. One of the factors discussed in this article is teaching students how to practice efficiently, with a focus on interleaved practice. This article presents a case study of a sixteen-year-old viola student, focused on improving public performance and alleviating music performance anxiety using interleaved practice as one of the methods.