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Aural Modeling and Mental Representa...

Bonnaire, Serge J.

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Aural Modeling and Mental Representations to Elicit Young Students' Metacognitive Responses in Developing Expressivity at the Piano.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Aural Modeling and Mental Representations to Elicit Young Students' Metacognitive Responses in Developing Expressivity at the Piano./
作者:	Bonnaire, Serge J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	193 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834109
ISBN:	9798607312718

Aural Modeling and Mental Representations to Elicit Young Students' Metacognitive Responses in Developing Expressivity at the Piano.
Bonnaire, Serge J.

Aural Modeling and Mental Representations to Elicit Young Students' Metacognitive Responses in Developing Expressivity at the Piano. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 193 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (D.M.A.)--Boston University, 2020.

This item must not be sold to any third party vendors.

The purpose of this empirical study, whose theoretical framework is based on Bandura's (1986) social cognitive theory, was to investigate the effectiveness of including a metacognitive approach in teaching expressivity at the piano. The effect of metacognition, combined with that of aural modeling and aesthetic and stylistic mental representations, was assessed regarding the promotion of a higher-order thinking, one that fosters the development of musical expressivity in young pianists. From a social cognitive theory perspective, metacognition is defined as the aptitude to reflect on one's own thinking to assess and find the most appropriate course of action to control performance of a task (Bandura, 1986; Flavell, 1979). Equally important in the social cognitive theory is the concept of modeling, which is based on the idea that one can learn new skills by observing another individual's actions. In turn, the mental representations of the observed tasks function to guide the learner's performance (Bandura, 1986). Results highlighted the central role played by aural modeling. The aesthetic and stylistic mental representations in the metacognitive process allowed young pianists to elicit an expressive musical idiom through a mental conversion process. The constructs of aural modeling and of aesthetic and stylistic mental representations, along with that of musical phraseology, functioned both independently and in conjunction with each other. They provided students with a mechanism with which to reflect on ways to adjust expressivity in their playing. Results also indicated a positive influence of the above constructs on the overall performance of young pianists.

ISBN: 9798607312718Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Expressivity

Aural Modeling and Mental Representations to Elicit Young Students' Metacognitive Responses in Developing Expressivity at the Piano.
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