Abstract
Highlighted within this chapter is a collection of best practices for encouraging student musicians to develop as self-regulated learners. Two model lessons are presented that are emblematic of the kinds of considerations, methods, and techniques that teachers may find useful for classroom applications with a variety of beginning, intermediate, and advanced level performers. A brief discussion of selected aspects of self-regulated learning theory follows the model lessons and this is used as a framework for understanding the processes, skills, and dispositions that are characteristic of self-regulated music learners. We present the primary components of the theory with an eye towards practical applications in the classroom. The chapter concludes with a commentary and analysis of the two model lessons and how these typify approaches to the teaching of musical self-regulation.
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Miksza, P., McPherson, G.E., Herceg, A., Mieder, K. (2018). Developing Self-regulated Musicians. In: DiBenedetto, M. (eds) Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas. Springer, Cham. https://doi.org/10.1007/978-3-319-90928-8_11
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