Guided Metacognition in Instrumental Practice

Abstract

Ensemble directors have a special interest in helping students learn to practice effectively. Practice is also an essential component of musical development. Music educators need to both teach effective practice strategies and guide students toward meaningful, thoughtful practice. Metacognition strategies are one way to accomplish this. Current research reveals that (1) practice is a key issue in students’ musical development from beginner to expert; (2) metacognition is critical to developing efficient practice skills; (3) students need educators’ help in learning metacognitive skills; (4) practice time, structure, length, and organization are important; (5) supervised practice can benefit younger students but may be decreasingly beneficial as students become autonomous.