TY - JOUR
T1 - The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study
AU - Colombo, Barbara
AU - Antonietti, Alessandro
PY - 2017
Y1 - 2017
N2 - The positive role of metacognition in music learning and practice is well assessed, but the role of musicians' metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students' age, however, affects teachers' behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education.
AB - The positive role of metacognition in music learning and practice is well assessed, but the role of musicians' metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students' age, however, affects teachers' behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education.
KW - 3304
KW - Music
KW - 3304
KW - Music
UR - http://hdl.handle.net/10807/97712
UR - http://journals.cambridge.org/action/displayjournal?jid=bme
U2 - 10.1017/S0265051716000267
DO - 10.1017/S0265051716000267
M3 - Article
SN - 0265-0517
VL - 34
SP - 95
EP - 113
JO - British Journal of Music Education
JF - British Journal of Music Education
ER -