Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
Keywords:
critical thinking strategies, music education, musical expertise, vocational education, workshop
Abstract
One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced
and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.
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References
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Virkkula, E. (2016a). Communities of Practice in the Conservatory: Learning with a professional musician. British Journal of Music Education, 33(1), 27–42.
Virkkula, E. (2016b). Informal in formal: The relationship of informal and formal learning in popular and jazz music master workshops in conservatoires. International Journal of Music Education, 34(2), 171–185.
Virkkula, E. (2017). The joy of playing shone from all members of the band: The motivational factors in conservatory master workshops. Submitted manuscript.
Virkkula,E., & Nissilä, S-P. (2014). In-service Teachers’ Learning Through Integrating Theory and Practice. Sage Open Journal, 4(4), 1–8.
Weinstein, C. E., Zimmerman, S. A., & Palmer, D. R. (1988). Assessing Learning strategies: The design and development of the LASSI. In C. E. T. Goetz, & W. P. A. Alexander (Eds.), Learning
and study strategies: Issues in assessment, instruction and evaluation (pp. 25–40). San Diego, CA: Academic Press.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
William, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.
Wood G. (1967). Mnemonic systems in recall. Journal of Educational Psychology, 58(6), 1–27.
Bagozzi, R. P. (1992). The Self-Regulation of Attitudes, Intentions, and Behavior. Social Psychology Quarterly, 55(2), 178–204.
Bandura, A. (1986). Social foundations of thought and action. Upper Saddle River, NJ: Prentice Hall.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). New York: Academic Press
Barrel, J. (1995). Critical issue: working toward student self-direction and personal efficacy as educational goals. North Central Regional Educational Laboratory. Retrieved from http://www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm
Baumeister,R. F., Bratslavsky, E., Muraven M., & Tice, D. M. (1998). Ego Depletion: Is the Active Self a Limited Resource? Journal of Personality and Social Psychology, 74(5) 1252–1265.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Buckingham: Open University Press/McGraw Hill.
Bower, G. H. (1970). Mental imagery and associative learning. In L. Gregg (Ed.), Cognition in learning and memory (pp. 51– 88). New York: Wiley.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–41.
Deci, E., & Ryan, R. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134.
Deci, E., & Ryan, R. (2014). The importance of universal psychological needs for understanding in the motivation workplace. In M. Gagné (Ed.), The Oxford handbook of work engagement, motivation, and self-determination theory (pp. 13–32). Oxford, UK: Oxford University Press.
Dweck, C. (1999). Self-theories: Their Role in Motivation, Personality, and Development. Philadelphia: Psychology Press.
Emmons, R. A. (1986). Personal strivings: An approach to personality and subjective well-being. Journal of Personality and Social Psychology, 51(5), 1058–1068.
Facione, P., & Gittens C. A. (2011). Think critically. Boston: Pearson.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American Psychologist, 34(10), 906–911.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21–29). Hillsdale, NJ: Erlbaum.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive Development. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Heaton, R., & Lampert, M. (1993). Learning to hear voices: inventing a new pedagogy of teacher education. In D. Cohen, M. McLaughlin, & J. Talbert (Eds.), Teaching for Understanding: challenges for practice, research and policy (pp. 43–83). San Francisco: Jossey Bass.
Hickey, D. T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175–193.
Hickey, D. T., & Zuiker, S. J. (2012). Multi-level assessment for discourse, understanding, and achievement in innovative learning contexts. The Journal of the Learning Sciences, 22(4), 1–65.
Huitt, W. (1996). The mind. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/summary/mind.html
Kane, R. (1985). Free will and values. Albany: State University of New York Press.
Lave, J., & Wenger, E. (1991). Situated Learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
Lebler, D. (2008). Popular music pedagogy: peer learning in practice. Music education research, 10(2), 193–213.
Lublin, J. (2003). Deep, surface and strategic approaches to learning. Dublin: Centre for Teaching and Learning.
Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. Modern Language Journal, 90(3), 320–337.
Macaro, E. (2010). The relationship between strategic behaviour and language learning success. In E. Macaro (Ed.), Continuum Companion to Second Language Acquisition (pp. 268–299). London: Continuum.
Mischel, W. (1996). From good intentions to willpower. In P. Gollwitzer, & J. Bargh (Eds.), The psychology of action (pp. 197–218). New York: Guilford Press.
Moschovich, J. N., & Brenner, M. (2000). Integrating a naturalistic paradigm into research on mathematics and science cognition and learning. In R. Lesh, & A. Kelly (Eds.), Handbook of Research Design in Mathematics & Science Education (pp. 457–489). Lawrence Erlbaum Associates, Inc: New Jersey.
Nissilä, S-P. (1999). Reflective practice in teacher education and the need of autonomy. In A. Camilleri (Ed.), Introducing Learner Autonomy in Teacher Education (pp. 9–15). Strassbourg: Council of Europe Publishing.
Nissilä, S-P, 2010. Dynamic Dialogue in Learning and Teaching. Saarbrucken. Germany: VDM Publishing House Ltd.
Nissilä, S-P., & Virkkula, E. (2015). Problem solution processes of musicians and engineers: what do their approaches look like? Journal of Problem Based Learning in Higher Education, 3(1), 98–117.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76(3), 241–263.
Paivio, A (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston.
Patton, M. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
Pintrich, P. R., & McKeachie, W. (2000). A framework for conceptualizing student motivation and relf-regulated learning in the college classroom. In P. R. Pintrich, & P. Ruohotie (Eds.), Conative Constructs and Self-Regulated Learning (pp. 31–50). Hämeenlinna: Research Centre for Vocational Education.
Roberts, M. J., & Erdos, G. (1993). Strategy selection and metacognition. Educational Psychology 13(3-4), 259–266.
Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92–98.
Ruohotie, P. 2000. Conative Constructs in Learning. In P. Pintrich, & P. Ruohotie (Eds.), Conative Constructs and Self-Regulated Learning (pp. 1–30). Hämeenlinna, Finland: Research Centre for Vocational Education.
Soden, R., & Pithers, R. T. (2001). Knowledge Matters in Vocational Problem-Solving: a cognitive view. Journal of Vocational Education and Training, 53(2), 205–222.
Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Tallon, A. (1997). Head and heart: Affection, cognition, volition as triune consciousness. New York: Fordham University
Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies. Higher Education Studies, 4(1), 1– 17.
Virkkula, E. (2016a). Communities of Practice in the Conservatory: Learning with a professional musician. British Journal of Music Education, 33(1), 27–42.
Virkkula, E. (2016b). Informal in formal: The relationship of informal and formal learning in popular and jazz music master workshops in conservatoires. International Journal of Music Education, 34(2), 171–185.
Virkkula, E. (2017). The joy of playing shone from all members of the band: The motivational factors in conservatory master workshops. Submitted manuscript.
Virkkula,E., & Nissilä, S-P. (2014). In-service Teachers’ Learning Through Integrating Theory and Practice. Sage Open Journal, 4(4), 1–8.
Weinstein, C. E., Zimmerman, S. A., & Palmer, D. R. (1988). Assessing Learning strategies: The design and development of the LASSI. In C. E. T. Goetz, & W. P. A. Alexander (Eds.), Learning
and study strategies: Issues in assessment, instruction and evaluation (pp. 25–40). San Diego, CA: Academic Press.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
William, D., & Thompson, M. (2008). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Lawrence Erlbaum Associates.
Wood G. (1967). Mnemonic systems in recall. Journal of Educational Psychology, 58(6), 1–27.
Published
2017-09-25
How to Cite
Virkkula, E., & NissiläS.-P. (2017). Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students. Center for Educational Policy Studies Journal, 7(3), 113-135. https://doi.org/10.26529/cepsj.290
Section
FOCUS
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