Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge...

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Autores principales:	Esa Virkkula, Säde-Pirkko Nissilä
Formato:	article
Lenguaje:	EN
Publicado:	University of Ljubljana 2017
Materias:	critical thinking strategies music education musical expertise vocational education workshop Education (General) L7-991
Acceso en línea:	https://doaj.org/article/c6973b848e5b4ab2bcfe4584bf4fe060
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spelling	oai:doaj.org-article:c6973b848e5b4ab2bcfe4584bf4fe0602021-11-23T16:07:44ZTowards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students1855-97192232-2647https://doaj.org/article/c6973b848e5b4ab2bcfe4584bf4fe0602017-09-01T00:00:00Zhttps://www.cepsj.si/index.php/cepsj/article/view/290 https://doaj.org/toc/1855-9719https://doaj.org/toc/2232-2647One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.Esa VirkkulaSäde-Pirkko NissiläUniversity of Ljubljanaarticlecritical thinking strategiesmusic educationmusical expertisevocational educationworkshopEducation (General)L7-991ENCenter for Educational Policy Studies Journal, Vol 7, Iss 3, Pp 113-135 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	critical thinking strategies music education musical expertise vocational education workshop Education (General) L7-991
spellingShingle	critical thinking strategies music education musical expertise vocational education workshop Education (General) L7-991 Esa Virkkula Säde-Pirkko Nissilä Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
description	One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.
format	article
author	Esa Virkkula Säde-Pirkko Nissilä
author_facet	Esa Virkkula Säde-Pirkko Nissilä
author_sort	Esa Virkkula
title	Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
title_short	Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
title_full	Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
title_fullStr	Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
title_full_unstemmed	Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students
title_sort	towards professionalism in music: self-assessed learning strategies of conservatory music students
publisher	University of Ljubljana
publishDate	2017
url	https://doaj.org/article/c6973b848e5b4ab2bcfe4584bf4fe060
work_keys_str_mv	AT esavirkkula towardsprofessionalisminmusicselfassessedlearningstrategiesofconservatorymusicstudents AT sadepirkkonissila towardsprofessionalisminmusicselfassessedlearningstrategiesofconservatorymusicstudents
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Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

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