Appendix A     Test Pieces

Appendix B     Self-efficacy Scales

Appendix C     General Information Questionnaire

Appendix D     Pre-sight-reading/Pre-performance Questionnaire

Appendix E     Repertoire Assessment Form

Appendix F     Practice Style Assessment Form

Appendix G     Logbook Session Sheets

Appendix H     Explanation, Guidelines and Rules for Using APT 

Appendix I      Guidelines and Rules for the Practice Sessions

Appendix J     Post-performance Questionnaires

Appendix K     Practice Style Data 

Appendix L     Post-APT Phase Questionnaire Answers to “Comments” with Analysis

Appendix M    Practice Instructions for Project Two

Appendix N     Practice Log Sheets for Project Two

Appendix O     Post-performance Survey Questions for Project Two

Appendix P     Transcripts of Post-project Interview for Project Two

Appendix Q     Coding for the Post-project Interview 

Appendix R     Post-project Questionnaire for Project Three

Appendix S     Transcripts of the Answers to the Post-project Three Questionnaire

Appendix T     Program for “Macht und Musik” (Project Two)

Appendix U     Program for the “Biber Immersion Project” (Project Three)

Appendix V     Schedule for the “Biber Immersion Project” (Project Three)

Appendix W    Teacher Training Document 

Appendix X     Quality Practice: a Musician’s Guide 

Home

APPENDICES A-L

INTRODUCTION

PART I: MAKING MUSIC

1. Learning 

Motor Skills

2. Attentional

Focus

Technical challenges

                                                         Fast passages

                                                         High range

                                                         Difficult entrances

Technical challenges

                                                         Fast passages

                                                         High entrance

                                                         HIgh Range

3. Audiation

      Technical challenges

Difficult entrances

High range

Low range

                                                 Large intervals

[Group B] Piece 3

Appendix A.  Test Pieces

GROUP A

Piece 1

[Group A] Piece 2

[Group B] Piece 2

[Group B] Piece 4

Sight-reading Piece

[Group A] Piece 3

[Group A] Piece 4

GROUP B

Piece 1

Technical Challenges

        Endurance 

        High range

Technical Challenges

        High range

        Fast passages

        Difficult entrances

        Difficult intervals

        Endurance

Technical Challenges

        Endurance 

        High range

   Technical Challenges

        Fast passages

        Difficult entrance 

        High range

Technical Challenges

        High range 

        Endurance

        Difficult intervals

        Difficult entrances

        Fast Passages

Technical Challenges

        High range 

        Endurance

PART II: FOCUSSING ON MUSICAL INTENTION

4. Projects

Overview

5. Project One

6. Project Two

7. Project Three

Self-efficacy Scale for Musical Performing

                      Name:

                     Date:   

You are about to perform these pieces. Please indicate how much you agree or disagree with each of the following statements, specifically regarding how you will perform during this activity.

Self-efficacy Scale for Musical Learning

                      Name:

                     Date:   

In 4 days you will perform these pieces, after practicing them for three 5-minute sessions per day for 3 days. Please indicate how much you agree or disagree with each of the following statements, specifically regarding how you would learn and prepare for this performance.

Appendix B.  Self-efficacy Scales

Not at all sure                                                 Completely sure

Not at all sure                                                 Completely sure

PART III: DISCUSSION, CONCLUSIONS & APPLICATIONS

8. General Discussion

of Findings

9. Conclusions

10. Dissemination

& applications

Appendix C.  General Information Questionnaire

General Information

 
1.    Date:
2.    Name
3.    Age:
4.    Male/Female:
 
5.    How many years have you been playing the trumpet? 
      ___ years
 
6.    How many years have you been playing the natural trumpet?
      ___ years
 
7.    How many hours do you normally spend practicing natural trumpet in an average week?
Playing:                                         ___ hours   
Rehearsing and performing:            ___ hours
Reading scores/mental practice:      ___ hours
Listening:                                       ___ hours
      
8.    How often do you perform on the natural trumpet 
      ___  (average) times per month
 
9.    What would be the maximum hours you spend practicing in a day?
      ___ maximum hours
 
10. What do you find – physically, mentally/cognitively, emotionally and organizationally challenging about performing on the natural trumpet? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
11. Do you play/practice other instruments? (specify) ___________
 

 

REFERENCES

APPENDICES A-L

APPENDICES M-X

Appendix D.  Pre-sight reading/Pre-performance Questionnaire

Pre-sight reading/performance form

Name: 

Date:

Time:

                                     extremely low                                                                                                           extremely high

Condition                    __________________________________________________________________

Energy                          __________________________________________________________________

Motivation                   __________________________________________________________________

Confidence                  __________________________________________________________________

Is there anything effecting your ability to play well now?

If so, describe:

Explanation of terms:

-      Condition:      Embouchure strength
 
-      Energy:          Level of physical & energetic feeling
 
-      Motivation:     How motivated do you feel to practice?
 
-      Confidence:   How confident are you about your ability to play the material?

Appendix E.  Repertoire Assessment Form

Assessment of piece difficulty

Name:                                                              Date:                Piece:

Do you know this piece?    Well               a little             not at all

How would you rate the following aspects for this piece?

On a scale:

No problem                                                                        highly challenging

Technically challenging

            ______________________________________________

Musically challenging

            ______________________________________________

Idiomatic for the trumpet

            ______________________________________________

How do you rate the following specific aspects in difficulty?

Large / awkward intervals

            ______________________________________________

Volume (specify loud, soft or both):

            ______________________________________________

Range (specify high, low or both):

            ______________________________________________

Fast passages

            ______________________________________________

Flexibility required

            ______________________________________________

Endurance

            ______________________________________________

Difficult entrances (which ones?):

            ______________________________________________

Other (specify)

            ______________________________________________

            ______________________________________________

            ______________________________________________

            ______________________________________________

Appendix F.  Practice Style Assessment Form

Name:                                                                        Date:                          Piece:

Practice the piece in your usual way. You have 10 minutes to practice this piece.

What did you focus on during this session?

never                                                                       all the time

Session sheet                  Day 1         Session 1

Name: 

Date:

Time:

Appendix G.  Logbook Session Sheets 

[There were nine session sheets - three for each day]

Appendix H.  Explanation, Guidelines and Rules

for Using APT

Guidelines for Using the Audiation Practice Tool [APT]

Practice the pieces:

• Three days
• Three sessions each day
• Each session is 5 minutes
• A minimum of 30 minutes between each session [you can practice other unrelated repertoire in between (Do what you ‘usually’ would do)
• Comments: mention what you did and what you noticed and felt.
• Also mention anything that may have relevance to your ability to play. (e.g. if you are sick that day or practiced more or less than usual)

Instructions for practicing with APT:

Imagine the phrase/motif you are about to play with as much detail and nuance as you can evoke (pitch, tone quality, volume, articulation, transition from one note to another…) 

Sing and gesture the phrase/motif dramatically and with detail

Play the phrase

Play another version(s) of the phrase

           Repeat the procedure with a new phrase/motif

Rules

• Stop if tired, bored or in pain.
• Avoid analysing and judgement – focus on the imagined sound.
• Avoid mechanical repetition.

Appendix I.  Guidelines and Rules for the Practice Sessions

Practice the pieces during the next three days using your usual methods and strategies.

• Three days
• Three sessions each day
• Each session is 5 minutes
• A minimum of 30 minutes between each session [you can practice other unrelated repertoire in between (Do what you ‘usually’ would do)

Comments: mention what you did and what you noticed and felt. 

Also mention anything that may have relevance to your ability to play. 

(e.g. if you are sick that day or practiced more or less than usual)

Explanation of terms:

• Condition: Embouchure strength 
• Energy: Level of physical & energetic feeling
• Motivation: How motivated do you feel to practice?
• Confidence: How confident do you feel about your ability to play/learn the material?
• Engagement: How ‘present’/in the moment/interested were you?
• Comments: Anything else that would be relevant to explain your playing ability for that session

Appendix J.  Post-performance Questionnaires

b. Post-performance Questionnaire APT phase

Questionnaire: Performance rating & assessment of piece difficulty 

(After 9 practice sessions and for each of the 4 pieces)

Name:                                                              Date:                Piece:

(After performance) How would you rate this performance?

Completely unsatisfied                                                            highly satisfied

            ______________________________________________

How would you rate the following aspects for this piece?

No problem                                                                        highly challenging

Technically challenging

            ______________________________________________

Musically challenging

            ______________________________________________

Idiomatic for the trumpet

            ______________________________________________

Enjoyable

            ______________________________________________

How do you rate the following specific aspects in difficulty?

No problem                                                                         highly challenging

Large / awkward intervals

            ______________________________________________

Volume (specify loud, soft or both):

            ______________________________________________

Range (specify high, low or both):

            ______________________________________________

Fast passages

            ______________________________________________

Flexibility required

            ______________________________________________

Endurance

            ______________________________________________

Difficult entrances (which ones?):

            ______________________________________________

Other (specify)

            ______________________________________________

            ______________________________________________

Was the amount of practice time enough?

Insufficient                                                                           more than enough

            ______________________________________________

Comments:  

1. What did you learn and notice about practicing with APT? 

a. Post-performance Questionnaire Control Phase 

Questionnaire: Performance rating & assessment of piece difficulty 

(After 9 practice sessions and for each of the 4 pieces)

Name:                                                              Date:                Piece:

(After performance) How would you rate this performance?

Completely unsatisfied                                                            highly satisfied

            ______________________________________________

How would you rate the following aspects for this piece?

No problem                                                                        highly challenging

Technically challenging

            ______________________________________________

Musically challenging

            ______________________________________________

Idiomatic for the trumpet

            ______________________________________________

Enjoyable

            ______________________________________________

How do you rate the following specific aspects in difficulty?

No problem                                                                        highly challenging

Large / awkward intervals

            ______________________________________________

Volume (specify loud, soft or both):

            ______________________________________________

Range (specify high, low or both):

            ______________________________________________

Fast passages

            ______________________________________________

Flexibility required

            ______________________________________________

Endurance

            ______________________________________________

Difficult entrances (which ones?):

            ______________________________________________

Other (specify)

            ______________________________________________

Was the amount of practice time enough?

Insufficient                                                                           more than enough

            ______________________________________________

Appendix K.  Practice Style Data

* These aspects were added by one or more participants.

Appendix L.  Post-APT Phase Questionnaire Answers to "Comments" with Analysis

a) Word analysis

Post APT phase questionnaire answers to “comments”

ANALYSIS

External focus

APT promotes learning

Engaging, enjoyable, comfortable/depends on mood

Trust/Don’t trust gesturing

Willingness to continue using it or developing use

Spares the lips

No immediate results

1. What did you learn and notice about practicing with APT? 

Participant 1

I was actually actively thinking about articulation or direction in the phrasing and the way I really wanted it to sound. It was not only about trying to hit the note. I think sometimes I could have been a bit more dramatic.It helps a bit to be more extraverted in the playing, I think.

Participant 2

This APT encourages my sound imagination, which helps with learning the music. I did not feel that dramatic gestures help much, which I suspect is due to the body not being trained/developed to do it.

Participant 3

I have strongly noticed that every time you play a certain passage it can sound completely different. There are so many nuances to choose from, so many different characters and nothing will sound twice exactly the same!!! Singing and gesturing is a great way to really get to know what you actually wantand get this into your body (internalise). Furthermore the practice sessions were never boringas there was so much diversity (one passage, then another one). I really felt how easy it was to focusand to concentrate and that the practiced passages were more likely to be remembered in the next session. I personally think 5 min 3 times a day would be too short for me. If I could apply this method on my daily practice! (which I will as I really felt a progress in myself and my playing!!!!)

Participant 4

Faster result by playing less.Faster understanding about phrasing/musicality.

Participant 5

The imagine part is always good, and I should be more aware of that.

Participant 6

It is important before practicing to know exactly what I have to do, how, and to work without distractions. To be fit physically and mentally is important with this type of practice. I first need to have a concept and then go into details. [Original: Es ist sehr wichtig vor dem Üben deutlich, genau wissen was muss ich tun, wie will ich es machen, in ruhe arbeiten. Körperlicher und besonders mentaleFitness sind sehr wichtig bei so eine Art der Übens. Erst muss (für mich) die Form (Konzept) gemacht werden, dann die Einzelheiten.]

Participant 7

I get into expressing and audiating.

2. How did you feel when practicing this way?        

Participant 1

When I was really engaged it was fun. It also spares the lips, as you don’t always put the trumpet on your lips to play the phrase. I often sing my music/phrase while practicing but that added also another dimension by engaging the body(mainly the hands but also other parts).

Participant 2

It felt strange at first, especially with improvising the phrases. However, it felt easy for the brain; it was always active and everything I practise feels fresh even though I am physically tired.I enjoyed this practicing process overall, but was uncomfortable that it did not help with developing endurance and mechanical securities.

Participant 3

It was a lot of fun and very enjoyable! Never boring!! And I have learned to loosen up my body and really letting go in all kind of weird movements!

Participant 4

Depending on the energy level and confidence: When this was high it felt motivating and effective. When this was low it felt silly/ineffective.

Participant 5

In the “sing and gesture” part sometimes a bit strange, but it can be useful sometimes, I think not always in any studie (problems).

Participant 6

It depended on whether there was a positive result. When it worked, I was motivated, when not, I was unmotivated.Directly afterwards, I thought about how I could do it differently next time, what goals I should have. [Original: Je nach dem, ob die Übung erfolgreich war, war ich motiviert oder demotiviert. Ich habe aber direkt danach überlegt, nachgedacht, was kann ich beim nächsten mal anders machen, was werde ich tun, welche Ziele habe ich.]

Participant 7

Its generally fun,but frustrating that 5 minutes is not enough.