Development of the strategy of fragmented practice or chunking in the piano studio

Abstract

This research aims to study the implementation of the strategy of fragmented practice or chunking in the teaching-learning process of 30 piano students of the Conservatory of Music of Aragon. The research was realized through observational methodology and ideographic design, multidimensional and followed over time, with the field format as observational instrument. For the analysis of data, the detection of T-patterns was carried out by means of the THEME program. The results show evidence that, in all occasions in which the strategy was put into practice, the student achieved a satisfactory musical interpretation. Similarly, temporary patterns were obtained regarding the sequences of the appearance of errors committed by the student in the interpretation following implementation of the strategy, which allows us a glimpse into its didactic and musical implications.