Chapter 1 Thinking about Thinking: What is Metacognition?
Chapter 2 Metacognition for Music Learning
Chapter 3 Metacognition and Self-Regulation for Music Learning
Chapter 4 Metacognition and Self-Reflection for Music Learning
Chapter 5 Metacognition and Self-Evaluation for Music Learning
Chapter 6 Socially Shared Metacognition: Thinking Aloud for Music
Learning
Chapter 7 Metacognition for Independent Music Practice Sessions
Chapter 8 What Can Teachers Do?
Bibliography
Carol Benton has twenty-three years’ experience in K-12 music classrooms. She currently works with future music educators at Armstrong Atlantic State University in Savannah, GA.
A strength of the book is the invaluable chronological reviews of
the literature related to metacognition both within education
generally and music education specifically; a valuable resource.
The author grounds the conceptual content with clear, practical
examples and scenarios relevant for teachers in the classroom or
private studio. Benton sees metacognition is a tool to engage
students more deeply with the content of the discipline and the
development of musical autonomy.
*Graham McPhail, Lecturer, School of Critical Studies in Education,
Faculty of Education, The University of Auckland*
Dr. Carol Benton has provided an excellent resource for music
teachers. I recommend it for both the theoretical research and the
practical applications offered. Thinking about Thinking should be
essential reading for ALL teachers and musicians.
*Frank E. Folds, Director of Bands, Alton C. Crews Middle School,
President, Georgia Music Educators Association*
Accessible to music researchers and music teachers alike, Benton's
work is situated at the intersection of cognitive theory and
applied practice. Using concrete examples, each chapter provides a
theoretical and empirical overview of metacognition as it exists in
musical contexts, yet never strays from the practical application
to music instruction. This synthesis of research on
metacognition in music serves as a timely contribution to the
field.
*Meghan Bathgate, M.A., Research Psychology, Ph.D Candidate,
Cognitive Psychology, University of Pittsburgh*
Dr. Carol Benton reminds us that the goal of music teaching (or any
teaching) is more than a successful performance. Our goal is
to fully understand why the student's effort was successful or not.
Our pedagogy, after all, is driven by this deeper
understanding of internal processes. The metacognitive strategies
presented in her book provide the reflective music teacher with a
repertoire of tools through which the teacher can reveal the
student's true understanding and mastery of the task at hand.
As such, her work contributes to both the practice of music
teaching and the training of future successful music teachers.
*Richard Kennell, dean and professor of performance studies of the
College of Musical Arts at Bowling Green State University*
An inspiring book full of rich, diverse ideas for music educators
to use with their students. Theoretically strong and practically
sophisticated, this wonderful new publication provides music
teachers with a host of valuable ideas for teaching and learning
music through metacognitive instruction.
*Dr. Gary McPherson, Ormond Chair of Music and Director,Associate
Dean, Research, Melbourne Conservatorium of Music, The University
of Melbourne*
Carol Benton provides a comprehensive guide to research of
Metacognition in general education and music teaching and learning
in particular. I recommend it to musician-educators in choral,
general and instrumental genres who wish to go beyond the
psychomotor domain and into the realm of critical and higher-order
thinking that characterizes much of metacognition in teaching and
learning. Many helpful thinking strategies will stimulate the
teaching imagination and enrich learning experiences in band,
choral, general music, orchestral and private/group studio
lessons.
*Lenore Pogonowski, Professor Emerita Teachers College, Columbia
University*
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 offers guidelines
for promoting the use of metacognitive skills among music students.
Along with presenting an extensive overview of research on the
topic, 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.
*Music Educators Journal*
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.
*CHOICE*
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