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15 results

  • The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study

  • Barbara Colombo, Alessandro Antonietti
  • Journal:
    British Journal of Music Education / Volume 34 / Issue 1 / March 2017
    Published online by Cambridge University Press:
    01 December 2016, pp. 95-113
    Print publication:
    March 2017

  • The positive role of metacognition in music learning and practice is well assessed, but the role of musicians’ metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students’ age, however, affects teachers’ behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education.

Reflective Thinking in Educational Settings
  • A Cultural Framework
  • Edited by Alessandro Antonietti, Emanuela Confalonieri, Antonella Marchetti
  • Published online:
    05 June 2014
    Print publication:
    28 February 2014
  • This volume examines the role that culture plays in the acquisition of cognitive, linguistic, and social skills. Taking reflective thinking as a central analytical concept, the contributors investigate the role of personal reflection in a series of mental activities, including the creation of social relationships, the creation of a mental narrative to make sense of events, and metacognition. These three types of cognition are usually conceived of as separate research fields. Reflective Thinking in Educational Settings draws these discrete subfields into dialogue, exploring the connections and interplay among them. This approach yields insight into a range of topics, including language acquisition, cognitive processes, theory of mind, cross-cultural interaction, and social development. The volume also outlines the implications of these findings in terms of further research and possible social policy initiatives.

  • 6 - Creativity in Italy

  • Edited by James C. Kaufman, California State University, San Bernardino, Robert J. Sternberg, Yale University, Connecticut
  • Book:
    The International Handbook of Creativity
    Published online:
    05 June 2012
    Print publication:
    03 April 2006, pp 124-166

  • Summary

    INTRODUCTION

    According to an oft-quoted statement by Ebbinghaus, psychology has a long past and a recent history. Even though psychological topics have been explored by historians, philosophers, theologians, religious and spiritual guides, poets, and novelists from the early stages of Western culture, the scientific investigation of such topics began only in the nineteenth century. A similar comment could be made about the psychological study of creativity in Italy, as well as, presumably, in other countries (see Albert & Runco, 1999). Italian research on creativity has a recent history but a long past. Indeed, even though studies explicitly analyzing, assessing, and promoting creativity only appeared in Italy in the 1960s, issues associated with creativity were pondered earlier, under different labels within more general theoretical topics.

    Human creativity represents one of the most important and intriguing aspects of psychological functioning, but it is still in search of a clear and unequivocal definition. If we assume, in general terms, that creativity concerns the possibility that human beings produce, either in a physical–material or in a cultural sense, something that did not exist before and that is appreciated by other people because of its practical, intellectual, or aesthetic value, then we realize that the problem of explaining how humans can succeed in this endeavor was already being addressed by many scholastic thinkers in Italy in the Middle Ages.