Thesis Format
Monograph
Degree
Doctor of Philosophy
Program
Music
Supervisor
Younker, Betty Anne
2nd Supervisor
Watson, Kevin
Co-Supervisor
Abstract
The purpose of this study is to explore, through the implementation of a violin-based musical project, the ways in which interaction between music education students and researcher impact opportunities for metacognitive engagement and the development of student subject-ness. Situated within the framework of subjectification (Biesta, 2015; 2020; 2022), metacognition (Flavell, 1979; Hallam, 2001; Jacob & Paris, 1987) and reflective practice ((Argyris & Schön, 1974; Benedict, 2021; Bolton & Delderfield, 2018; Dewey, 1910; Moon, 2006; Schön, 1983; 1987), this study combined one-on-one violin lessons, journaling, reflection and dialogue in order to explore how student metacognitive capacities can be developed, and how the learning project might create space for students to construct their subject-ness.
The study adopted a qualitative research design, combining Emancipatory Educational Action Research (Berg, 2001; Kemmis, 2006; Newton & Burgess, 2016) with a multiple-case study approach (Merriam & Tisdell, 2016; O’Leary, 2004; Yin, 2018). Two undergraduate music education students at Southern Urban University participated in a 12-week violin learning project. Data were collected through observations, learning e-portfolios, and interviews. A twocycle coding process—simultaneous coding for metacognitive components and rich descriptions for subjectification—was used for analysis, alongside cross-case comparisons.
Findings revealed that metacognitive development occurred through three components: metacognitive knowledge, monitoring, and control, facilitated by reflective practice as the link between theory and action. The developmental trajectory was non-linear, characterized by iterative revisits to concepts, overcoming habits, and refining strategies. While one participant exhibited greater autonomy and agency, the other progressed gradually, reflecting individualized learning shaped by experiences and learning preferences. The study emphasized that subjectification, distinct yet interwoven with autonomy and agency, transcends cognitive independence, focusing on who students become as individuals. This highlighted the teacher’s role in balancing guidance and freedom while fostering reflective environments that nurture students' ownership of learning and self-awareness—an insight that profoundly reflects my own learning through this research.
This research contributes to music education by advocating for reflective pedagogical approaches that intertwine metacognition and subjectification, offering pathways for students’ lifelong learning, subject-ness and personal growth.
Summary for Lay Audience
This dissertation investigates how music education can help students develop independent learning skills and a deeper sense of self through reflective practices. Traditionally, music education has focused on transferring technical skills and knowledge from teacher to student, often prioritizing performance outcomes over critical thinking and self-reflection. While this approach ensures competence, it may not prepare students to navigate challenges beyond the classroom without relying on their teachers’ instruction. The ability to reflect on one’s learning and their thinking process—known as metacognition—is essential for lifelong learning. Equally important is the concept of subjectification, which emphasizes personal growth, identity, and discovering one’s unique place in the world. Both concepts are central to rethinking how music education can contribute to students' holistic development.
In this study, two university music education students participated in a violin-based learning project over one semester that consisted of 12 weeks. The project combined one-on-one lessons, journaling, and reflective discussions to create a supportive space for the students to evaluate their learning habits, experiment with new strategies, and reflect on their personal and musical goals. The research revealed the challenges and complexities of fostering independence: one participant embraced the opportunity to lead their own learning, while the other relied more on structured guidance, highlighting the importance of personalized teaching approaches. The study also highlighted the role of educators in balancing support and freedom, creating environments that allow students to take ownership of their learning.
This research is significant because it bridges practical teaching strategies and broader educational philosophies, offering a new perspective on how music education can go beyond technical training to nurturing thoughtful, independent learners. By integrating reflective practices into teaching, music educators can equip students with skills and mindsets that extend far beyond the classroom, preparing them for lifelong learning and self-discovery. Ultimately, this study challenges traditional teaching methods and advocates for an approach that prioritizes growth, self, and identity.
Recommended Citation
Dong, Xiao, "Becoming Subjects: Exploring Metacognition and Subjectification in Violin Learning" (2025). Electronic Thesis and Dissertation Repository. 10714.
https://ir.lib.uwo.ca/etd/10714
