Metacognitive strategies in learning sight-singing
This paper presents a part of a wider study that is based on interdisciplinary research of sight-singing (psychology and music education). Our intention was to join the psychological knowledge of cognitive processes on the one hand, and the practical approach of music teachers, based on methods, tec...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Belgrade, Faculty of Philosophy, Institute of Psychology
2012-01-01
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| Series: | Psihološka Istraživanja |
| Subjects: | |
| Online Access: | http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2012/0352-73791202115B.pdf |
| _version_ | 1811284558653423616 |
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| author | Bogunović Blanka Vujović Ida |
| author_facet | Bogunović Blanka Vujović Ida |
| author_sort | Bogunović Blanka |
| collection | DOAJ |
| description | This paper presents a part of a wider study that is based on interdisciplinary research of sight-singing (psychology and music education). Our intention was to join the psychological knowledge of cognitive processes on the one hand, and the practical approach of music teachers, based on methods, techniques and procedures of mastering sight-reading-singing skills on the other. We aimed: 1. to determine the kinds and levels of strategies that music students use in the cognitive processes involved during sight-singing; 2. to explore strategies of problem solving when difficulties appear; 3. to investigate the self-evaluation perspectives of students; and 4. to relate students' learning experience to the strategies used. The sample consisted of 89 music students from higher music education in Belgrade and The Hague. They filled in the questionnaire based on self-reports, covering general data about their music education background, different issues of sight-singing, such as planning, problem solving, monitoring and evaluation of outcomes, and three melodic examples written in different musical styles. Results showed that strategies used during sight-singing can be roughly sorted into three groups that differ according to the 'key accent' given: cognitive, intuitive and no-strategy. The music cognitive strategies involved cover three levels of musical organization and representation: a) relying on smaller chunks of the musical piece, referring to existing knowledge and learning experience; b) leaning on a slightly 'bigger picture' of familiar patterns; and c) mental representation of melodic/rhythmic/harmonic structures. When faced with a problem, half of the students employed analytic approaches. Comparisons between sub-samples showed, for example, that future performing musicians more often used 'tone-to-tone' thinking and 'bottom-up' strategies in approaching musical structure, while music theory students had better insight into the whole and used 'top-down' strategies. Research results provide a possibility for evaluation of learning outcomes and improving teaching practices. |
| first_indexed | 2024-04-13T02:30:32Z |
| format | Article |
| id | doaj.art-a26a835bcb314a6bbb033742c4159ccc |
| institution | Directory Open Access Journal |
| issn | 0352-7379 2560-306X |
| language | English |
| last_indexed | 2024-04-13T02:30:32Z |
| publishDate | 2012-01-01 |
| publisher | University of Belgrade, Faculty of Philosophy, Institute of Psychology |
| record_format | Article |
| series | Psihološka Istraživanja |
| spelling | doaj.art-a26a835bcb314a6bbb033742c4159ccc2022-12-22T03:06:36ZengUniversity of Belgrade, Faculty of Philosophy, Institute of PsychologyPsihološka Istraživanja0352-73792560-306X2012-01-0115211513310.5937/PsIstra1202115B0352-73791202115BMetacognitive strategies in learning sight-singingBogunović Blanka0Vujović Ida1University of Arts, Faculty of Music Arts, Belgrade, SerbiaKraljevski konzervatorijum, Hag, HolandijaThis paper presents a part of a wider study that is based on interdisciplinary research of sight-singing (psychology and music education). Our intention was to join the psychological knowledge of cognitive processes on the one hand, and the practical approach of music teachers, based on methods, techniques and procedures of mastering sight-reading-singing skills on the other. We aimed: 1. to determine the kinds and levels of strategies that music students use in the cognitive processes involved during sight-singing; 2. to explore strategies of problem solving when difficulties appear; 3. to investigate the self-evaluation perspectives of students; and 4. to relate students' learning experience to the strategies used. The sample consisted of 89 music students from higher music education in Belgrade and The Hague. They filled in the questionnaire based on self-reports, covering general data about their music education background, different issues of sight-singing, such as planning, problem solving, monitoring and evaluation of outcomes, and three melodic examples written in different musical styles. Results showed that strategies used during sight-singing can be roughly sorted into three groups that differ according to the 'key accent' given: cognitive, intuitive and no-strategy. The music cognitive strategies involved cover three levels of musical organization and representation: a) relying on smaller chunks of the musical piece, referring to existing knowledge and learning experience; b) leaning on a slightly 'bigger picture' of familiar patterns; and c) mental representation of melodic/rhythmic/harmonic structures. When faced with a problem, half of the students employed analytic approaches. Comparisons between sub-samples showed, for example, that future performing musicians more often used 'tone-to-tone' thinking and 'bottom-up' strategies in approaching musical structure, while music theory students had better insight into the whole and used 'top-down' strategies. Research results provide a possibility for evaluation of learning outcomes and improving teaching practices.http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2012/0352-73791202115B.pdfsight-singing skillsmetacognitive strategiesself-regulated learning |
| spellingShingle | Bogunović Blanka Vujović Ida Metacognitive strategies in learning sight-singing Psihološka Istraživanja sight-singing skills metacognitive strategies self-regulated learning |
| title | Metacognitive strategies in learning sight-singing |
| title_full | Metacognitive strategies in learning sight-singing |
| title_fullStr | Metacognitive strategies in learning sight-singing |
| title_full_unstemmed | Metacognitive strategies in learning sight-singing |
| title_short | Metacognitive strategies in learning sight-singing |
| title_sort | metacognitive strategies in learning sight singing |
| topic | sight-singing skills metacognitive strategies self-regulated learning |
| url | http://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2012/0352-73791202115B.pdf |
| work_keys_str_mv | AT bogunovicblanka metacognitivestrategiesinlearningsightsinging AT vujovicida metacognitivestrategiesinlearningsightsinging |