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. Copyright © 2020 Cambridge University Press.
| Original language | English |
|---|---|
| Pages (from-to) | 234-246 |
| Journal | British Journal of Music Education |
| Volume | 37 |
| Issue number | 3 |
| Early online date | 01 Sept 2020 |
| DOIs | |
| Publication status | Published - Nov 2020 |
Citation
Cheng, L., Wong, P. W. Y., & Lam, C. Y. (2020). Learner autonomy in music performance practices. British Journal of Music Education, 37(3), 234-246. doi: 10.1017/S0265051720000170Keywords
- Learner autonomy
- Performance practice
- Music curriculum
- Higher music education
