Research in musical practice points out that structural awareness of the piece to be learned is a strategic element for performance improvement. Nonetheless, the relationship between practice and musical structure in piano students’ learning has been little explored. The present article aimed to examine the segmentation of practice sessions of two undergraduate piano students in light of the musical structure of D. Scarlatti’s Sonata K. 271. In a longitudinal perspective, data from the first month of practice were mapped, described, and analyzed based on practice segmentation and content of semistructured interviews as well as markings on the score. Starts and stops of practice segments were interpreted considering musicological analytical principles. The results showed that the impact of the piece’s structure on practice differed for each participant and that the acquisition of fluency seemed determinant for the higher incidence of stops on structural points.
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