Thinking about Thinking

Metacognition for Music Learning

By (author) Carol Benton

Publication date:

21 February 2014

Length of book:

180 pages


R&L Education

ISBN-13: 9781475805116

Thinking about Thinking: Metacognition for Music Learning provides music educators with information, inspiration, and practical suggestions for teaching music. Written for music educators in multiple content areas and grade levels, the book sets forth guidelines for promoting the use of metacognitive skills among music students. Along with presenting an extensive overview of research on the topic, Dr. Benton shows how ideas gleaned from research can be put into daily practice in music classrooms and studios. General music teachers, directors of choral and instrumental ensembles, applied music teachers, future music educators, and music education collegiate faculty will find useful ideas and information here. In the current educational climate where all teachers are required to demonstrate that they encourage higher order thinking among their students, Thinking about Thinking: Metacognition for Music Learning gives music educators the tools they need to accomplish the task.
As educators become more aware of building the critical thinking skills required by the common core state standards, teachers in all fields recognize the need to enhance students' metacognitive skills. In Thinking about Thinking, Benton provides vital information to teachers and parents regarding the theory and practice of instruction that builds metacognitive skills. This well-organized book begins with a far-reaching explanation of metacognition; subsequent chapters detail how this applies to music learning, self-regulation, self-reflection, self-evaluation, thinking aloud, and independent music practice sections. A concluding chapter summarizes actions that teachers may take that will support the growth of students' metacognitive skills. Benton masterfully provides a tool full of practical examples, suggestions, and instructional strategies that will be invaluable for both new and veteran teachers. These suggestions increase the relevancy of music instruction by helping to place the role of the music educator at the center of children's educational experiences. . . .Summing Up: Highly recommended. General readers, upper-division undergraduate students, and above.