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Learner autonomy in music performance practices

Published online by Cambridge University Press:  01 September 2020

Lee Cheng ,
Paulina Wai Ying Wong  and
Chi Ying Lam
Lee Cheng*
Affiliation:
Department of Cultural and Creative Arts, The Education University of Hong Kong, Tai Po, Hong Kong
Paulina Wai Ying Wong
Affiliation:
Department of Cultural and Creative Arts, The Education University of Hong Kong, Tai Po, Hong Kong
Chi Ying Lam
Affiliation:
Royal College of Music, London, UK
*
Corresponding author. Email: [email protected]
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Abstract

The language of music shares a number of basic processing mechanisms with natural languages, yet studies of learner autonomy in music education are rare. This study aims to assess the effectiveness of fostering music students’ learner autonomy in performance practice through a series of curriculum changes. A mixed-methods approach, including a questionnaire survey and semi-structured interviews, was used to investigate two cohorts of music education students (N = 74) from Hong Kong. The analysis reveals the students’ autonomous learner characteristics, including the ability to formulate their own learning strategies, identify both musical and non-musical weaknesses and take appropriate steps to improve their performance skills.

Keywords

Learner autonomyperformance practicemusic curriculumhigher music education
Type
Articles
Information
British Journal of Music Education , Volume 37 , Issue 3 , November 2020 , pp. 234 - 246
Copyright
© Cambridge University Press 2020

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