| Summary: | A case study of student’s progress in piano playing was carried out as an empirical research investigating student’s progress in piano performance. The research was outlined as a multiple process carrying out in three phases. The paper discusses the valuation of the training model through the assessment of the student’s level of attainment. The analysis included descriptive statistics for all the variables, and correlations between variables and the level of attainment. Factors that influence the student’s progress in piano playing, student’s individual characteristics (traits),and cognitive abilities, were measured objectively and were related to significant aspect of musical behavior. These items were assessed at the commencement of the student’s tuition program and at the cut-off date set for the study period. Findings confirmed that the change of training model has significant impact on the student’s progress in very short period, in this case three-week research period. Introduction of organized, and intuitive training model influenced cognitive abilities and motor skills, and personality constructs, such as anxiety, motivation, sense of contentment, self confidence, energy and effort. The difference is large enough to permit the conclusion that the proper training model leads to an important progress in student’s piano playing.
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