The aim of this study, whose theoretical framework is based on Bandura's social cognitive theory, was to investigate the effectiveness of including a metacognitive approach in teaching expressivity at the piano. Questions addressed the perceived effect of metacognition by investigating the processes allowing young pianists to elicit an expressive…

Musical expression is often not explicitly addressed in secondary instrumental rehearsals due to the perception of expression as an obscure concept and the instructional time constraints on music educators. Secondary music educators, however, are encouraged to discuss expressive performance goals with instrumental students from the beginning of…

The ability to identify errors by sight and sound--commonly referred to as "error detection"--is a musical ability needed in a variety of music professions. Instructors of undergraduate aural-skills courses often agree that strong error-detection skills are an essential outcome of these courses; however, error-detection activities are…

Rote versus note beginning instrumental pedagogy has been an active topic for music educators. Traditional method books have often comprised a significant portion of beginning instrumental curricula, though content has varied and may have been based on convention. Advocates of a rote-before-note approach have recommended that singing, movement,…

Aural preparation is operationally defined as hearing, performing, decoding, and creating rhythms or pitches aurally prior to the introduction of music notation. The purpose of this study was to explore the effect of aural preparation on second grade students' music literacy rhythm skills (i.e. reading, performing, and dictation). The research…