Achieving Greater Musical Independence in Ensembles through Cognitive Apprenticeship

Brian Weidner

Document Type

Article

Publication Date

3-1-2018

Publication Title

Music Educators Journal

First Page

26

Last Page

31

DOI

10.1177/0027432117746217

Abstract

Musical independence is a common objective for large-ensemble classes, but traditional, teacher-centric instructional practices for these groups may discourage rather than promote students’ critical thinking and decision making in music. Cognitive apprenticeship provides an instructional approach through which student musicians can develop skills for musical independence, including critical thinking and problem solving, while at the same time maintaining high-quality large ensembles. This process involves three stages of instruction: modeling, coaching, and fading. This article presents examples from several band directors who use a cognitive apprenticeship approach that can be applied to all types of large ensembles to help students develop the skills and competencies needed to engage with music meaningfully on their own, both within and outside the music classroom.

Rights

This entry was archived with permission from Sage, all rights reserved. Distributing, reselling, or any repurposing of the content is not allowed. The content can only reside in the repository of the requesting institution. SAGE material is not to be used for commercial MOOCs or any other commercial purposes without permission. Document also available from https://doi.org/10.1177/0027432117746217.

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