What if the key to music practice isn’t discipline, but autonomy?

We’ve all seen it—students with loads of potential, but little motivation to practise. The old solution? Push harder. The better solution? Help them want to practise.

According to recent insights shared by the ABC, kids are more likely to practise music when they feel a sense of choice, fun, and progress. And while parental support matters, what really keeps them going is when practice doesn’t feel like punishment—it feels like play.

So what can we do as music educators? In the studio, try co-creating practice plans with your students—give them a say in how and what they practise. In school ensembles, build in short-term, achievable goals so students feel that satisfying sense of growth. In classrooms, invite creative challenges: “Can you write a rhythm pattern that matches how your weekend felt?” The more students feel ownership, the more likely they are to show up—literally and musically.

And maybe it’s time we drop the guilt-driven “you didn’t practise” script. What if our job isn’t just to monitor practice, but to make it meaningful?