Toward musical independence: metacognitive strategies employed by young choristers engaged in notational reading tasks

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dc.contributor.authorNolet, Marlene Jennifer
dc.contributor.supervisorKennedy, Mary
dc.date.accessioned2007-12-17T17:58:33Z
dc.date.available2007-12-17T17:58:33Z
dc.date.copyright2007en_US
dc.date.issued2007-12-17T17:58:33Z
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe purpose of the study was to explore metacognitive strategy usage in young choristers engaged in notational literacy tasks. Constructivist approaches encouraging metacognition are used in many subject areas, but have not been studied within a music context. Music-specific strategies (Killian & Henry, 2005) and metacognitive self-regulatory strategies (Zimmerman & Pons, 1986) were sought to learn how students become musically independent. Ten extra-curricular honour choir participants were studied using a collective case design. Participants completed a background questionnaire, a notational reading session, a performance of the piece studied in the reading session, and an interview describing their learning, which was recorded, analysed and transcribed. Processes of analysis included case aggregation, direct interpretation, and triangulation. Results indicate 1) learning is an individual process, 2) all students used strategies deliberately, though none evaluated the effectiveness of their choices, 3) students using the most strategies achieved the highest accuracy, and 4) students seemed to enjoy and benefit from discussing metacognitive processes.en_US
dc.identifier.urihttp://hdl.handle.net/1828/277
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectMetacognitionen_US
dc.subjectMusic Literacyen_US
dc.subjectStrategiesen_US
dc.subjectSelf-regulationen_US
dc.subjectChoiren_US
dc.subjectConstructivismen_US
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Music--Instruction and studyen_US
dc.titleToward musical independence: metacognitive strategies employed by young choristers engaged in notational reading tasksen_US
dc.typeThesisen_US

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