Daniel Fardon

In this paper, I examine and reflect on how metacognition can be integrated into the pedagogy of secondary school music education. Research on metacognition and music has historically centred its focus on the more practical aspects of performance and peripatetic teaching settings, such as instrumental lessons (Concina, 2019; Colombo 2016; Benton, 2014). This has led to a deeper understanding of how we might go about learning how to learn an instrument; however, there is still much to explore in relation to classroom settings.