From Child to Musician: Using Self-Regulation as a Means of Documenting Progress From Beginning to Advanced Levels of Musicianship

• In Event: Research Evidence on the Dynamic and Cyclical Nature of Self-Regulated Learning

Abstract

In both formal and informal musical contexts, learning a musical instrument requires a great deal of concentration, perseverance and independent learning. Whatever the context for learning music, a number of self-regulatory tools need to be acquired for students to be able to take control of their own learning and progress smoothly.

This presentation will highlight results from a 14 year longitudinal study of 157 music learners who began their instrument around the age of 7 and who are now all adults in their mid-twenties. Research across the period studied involved extensive individual end of year research sessions with the music learners, ongoing interviews with their parents, classroom teachers and music teachers, and intensive case studies of specific types of learners.

By adopting Zimmerman’s three phase model of cyclical self-regulation, Dr. McPherson will explain how cognitive processes and personal beliefs which mark the forethought phase of self-regulation can enhance music learning, how observation and control mechanisms which impact on an actual performance can determine the quality of performance, and how self-reflection judgments and reactions to one’s efforts impact on future involvement and musicians’ ability to persevere in the face of obstacles or competing distractions. The presentation will highlight key points concerning each of the three self-regulation phases, before focusing on a discussion of cognitive strategies that students applied to complete different visual, aural and creative aspects of music performance, in addition to how these mental strategies were found to be more powerful for explaining certain forms of progress than the amount of time students spent practicing.

By documenting the progress of music learners throughout childhood to early adulthood, this presentation will highlight some of the main processes that music learners activate to sustain their motivation, cognition, affect and behaviors as they strive to improve their performance, reach their goals, and develop the tool kit of self-regulation skills that allow them to master music.

Author

• Gary E McPherson, The University of Melbourne, Australia