Date of Graduation

Fall 2025

Degree

Master of Music

Department

Music

Committee Chair

Daniel Hellman

Abstract

ABSTRACT

The purpose of this case study was to examine the short-term impact of metacognition instruction on the practice of a single voice student in a private studio. Across four lessons, the student received explicit instruction in metacognitive strategies and applied them through guided practice logs supporting planning, monitoring, adjusting, and reflecting. Each lesson began with a review and discussion of the practice logs. The teacher-researcher recorded these discussions to capture the student’s thinking and maintained a journal to document observations, instructional decisions, and reflections. Data analysis involved primarily qualitative methods focused on reflections, discussions, and practice logs. Quantitative measures, such as survey statistics and pretest–posttest comparisons, supplemented the analysis to track changes in the student’s use of metacognitive skills. The findings suggest that integrating metacognitive instruction into private lessons can enhance student autonomy and the quality of practice, offering a practical model for voice teachers aiming to foster independent, reflective musicianship. These results also highlight the need for future research on adapting metacognitive frameworks for ensemble settings or implementing them over extended periods to increase their effect.

Keywords

metacognition, metacognitive skills, music learning, student practice, private voice studio

Subject Categories

Scholarship of Teaching and Learning

Copyright

© Colleen C. Pingel

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Open Access

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