Valuing Self-reflection in Music Performance: An Evaluation of Self-regulation and Strategy Development in Adolescents

Models of learning continue to place an onus upon the individual to develop their use of metacognition and self-reflection as they strive to complete tasks and learn more about their actions (Pajares & Urden, 2002). The act of music performance provides an opportunity for students to refine their ability through purposeful assessment of their progress, with particular reference to their use of strategy, combined with proximal and distal goal-setting (Schunk & Zimmerman, 1998). This paper explores the different reflective processes and strategies employed by adolescents as they prepare for a practical music exam. This paper draws upon qualitative data and annotations collected from secondary students, providing an insight into their thinking and the different type and degree of self-regulatory behaviour that they use as musicians. Differences between the use of strategy, goal-setting and related self-regulated sub-processes by the students are discussed. Implications for classroom teaching are identified.