Akademik Veri Yönetim Sistemi
Yegah Musicology Journal, cilt.8, sa.3, ss.970-994, 2025 (Scopus)
Until the 1800s, piano education followed the master-apprentice model, later integrating into the conservatory system while retaining its traditional structure. However, a purely traditional approach, detached from scientific methods, is losing relevance in the modern world. Cognitive apprenticeship, rooted in the constructivist approach, highlights the development of implicit cognitive processes and emphasizes thought processes in skill learning. Unlike the master-apprentice model, which focuses on practical skills, cognitive apprenticeship prioritizes cognitive strategies. In this study, which was conducted in a descriptive model based on field research, the six methods offered by cognitive apprenticeship were examined in the context of piano education and the study attempts to identify which stages can be followed in their adaptation to piano education. This study aims to enhance learners’ strategic study behaviors and thinking skills within the context of piano pedagogy, without altering its foundational principles. The findings indicate that these approaches support the development of both technical and musical skills, while also fostering self-regulation, problem-solving abilities, effective learning strategies and metacognitive awareness. The results suggest that the application of cognitive apprenticeship methods in the context of piano education facilitates students’ step-by-step learning of both technical and cognitive processes, while also supporting their development in learning to practice effectively as well as to perform. Furthermore, the challenges encountered in research on musical instrument education underscore its status as a relatively emerging field. Further experimental studies are required to assess the applicability and effectiveness of cognitive apprenticeship methods in piano education.