Page 55 - How to Shine on Stage

provides us with right or wrong answers. Procedural knowledge, by con-
trast, relates to the execution of certain processes and can result in automat-
ed activity. Any procedural knowledge has to be declarative first.
It is procedural knowledge that prevails in the learning of instru-
ments. Declarative knowledge, which is the foundation of all procedur-
al knowledge, is acquired in music theory classes. It is common that
in the first year of music school, the student is taught only theory, i.e.
declarative knowledge, which they begin to combine with procedural
knowledge during the instrument lessons in the following years of music 53
training. Declarative knowledge in music training is roughly associated
with learning the theoretical material necessary for the practical aspect
(learning notation, chords, working on the rhythmic, melodic, and har-
monic elements of music). As already stated, the procedural knowledge,
which is the knowledge of how to do something, is at the forefront in
learning to play instruments. A child usually forms an idea of how to play
a piece by observing the teacher playing the piece for them. In this way,
they develop a performance image. It is advisable for the student to have
a sound recording available, so it can help them gain a sense of how the
piece should sound in its entirety, how it should be performed. Indirect Factors of Musical Performance Success
The concept of metacognition is much more intangible than that of
cognition. It occurs between the subject and the thought processes.
Plainly put, metacognition is considered to be the thinking about what
is going on in our minds. According to most authors, the term includes
the following: knowledge about one’s own cognition, cognitive and emo-
tional states, ability to consciously and deliberately monitor and reg-
ulate one’s own knowledge, processes, cognitive and emotional states.
Metacognition is engaged in the selection and planning of actions to be
taken, the review of actions taken, and their regulation (modification,
correction, supplementation) (Peklaj, 2000).

2.1.6.2 Cognitive and Metacognitive Strategies
Cognitive strategies are an important aspect of self-regulation in learning to
play instruments. It is the cognitive aspects, including the cognitive and
metacognitive strategies in learning an instrument, that constitute the
predominant concern of music psychology.
The main cognitive strategies are:
1. repetition strategies
2. elaboration strategies (summarizing the essence, the main idea)
3. organizational strategies (organizing the data into a sensible unit)