Description
Abstract
Purpose: This study explores the role of metacognition in music education, focusing on its importance in promoting reflection, introspection, research, experimentation, collective interaction, critical thinking, and musical creativity among students.
Methodology: The methodology involves a comprehensive examination of the various dimensions of metacognition in music education. Through literature review and analysis, as well as empirical research and case studies, the study delves into the ways in which metacognition manifests in the musical learning process.
Findings: The findings highlight the multifaceted benefits of incorporating metacognition into music education. Metacognition enables students to develop a deeper understanding of their musical abilities and processes, facilitating self-assessment and continuous improvement. It stimulates experimentation and creative development, allowing students to explore new approaches to performance, improvisation, and composition. Metacognition contributes to the development of critical and analytical thinking skills of students. It stimulates musical creativity and innovation, inspiring students to develop their own unique musical styles and compositions.
Originality/value: This study provides a comprehensive examination of the role of metacognition in music education. It underscores the importance of integrating metacognitive strategies into musical pedagogy. The study emphasizes the originality of using metacognition as a tool for promoting reflection, introspection, research, experimentation, collective interaction, critical thinking, and musical creativity among students in HEIs. Integration of metacognitive strategies into music education can contribute to the holistic development of students as musicians, scholars, and creative individuals.
Keywords: metacognition, higher musical education, pedagogical strategies, education of musicians.
