The Role of Metacognitive Skills in Music Learning and Performing: Theoretical Features and Educational Implications

Abstract

Metacognition is a key component of musical performance. Metacognitive knowledge and skills are fundamental for musicians at all stages of their academic and professional career to allow them to structure, monitor, assess and, if needed, revise practice sessions toward specific performance goals. Research in music education has highlighted the impact that metacognition has on enhancing musical performance and the learning processes that characterize it. Expert musicians usually show a high level of metacognitive competence, which allows them to effectively self-regulate their learning activity while preparing for a performance. While professional musicians seem to have a wide range of learning strategies and skills, music students are not always aware of the importance of adopting a metacognitive approach in their learning process. In addition, the metacognitive dimension is not always explicitly addressed during music lessons, leaving students to adopt inefficacious learning strategies, or to repeatedly use sets of strategies in an incorrect manner. The aim of the current paper is to present and discuss the most recent studies on metacognition in music performance from an educational perspective that focuses on process as well as results. The role of metacognitive competence in musical activity will be discussed, first by examining the components of the metacognitive competence exhibited by expert musicians, and then by focusing on the impact of metacognition on music students’ learning. Educational implications for enhancing the learning experience of young musicians will also be discussed.

Music Teachers’ Perspectives and Experiences of Ensemble and Learning Skills

“…Refinements such as "goaloriented, structured approaches to learning" thus need to be evaluated with regards to the overarching time constraints articulated by the participants. The importance of focusing on specific learning goals is in accordance with previous literature (Locke et al, 1981) and requires a set of meta-cognitive skills (Concina, 2019). A musician needs to execute and monitor the success of a rehearsal plan, while planning ahead and flexibly adjusting learning strategies.…”

Applying Self-Regulated Learning and Self-Determination Theory to Optimize the Performance of a Concert Cellist

“…A major component of self-regulation is metacognition, with the cognitive and motivational component of this construct being seen as crucial to optimizing musicians' practice (Hallam, 2001;Nielsen, 2011) and performance (Concina, 2019). In music, experts have been shown to demonstrate higher levels of metacognitive competence as they self-regulate themselves while learning (Concina, 2019). In addition, self-regulation behaviors appear to be particularly favored by advanced musicians (Araújo, 2016).…”

Future Design as a Metacognitive Intervention for Presentism

“…However, very few earlier studies have paid attention to how this differs among individuals. With the findings of the present study in mind, future studies should investigate whether the ability to disengage from the present is associated with general metacognitive competence and skills (e.g., references [27][28][29][30]). Indeed, it is of practical importance for workshop organizers to understand participants' individual characteristics and, when possible, place participants who have relatively low competence of disengaging from the present in groups with people of higher competence, so that the latter can assist the former by leading discussions.…”