This article is about the knowledge and teaching strategies that can be applied to develop instrument students’ metacognitive skills. First, the various components of metacognition that instrument teachers must integrate into their pedagogy to guide their students in their metacognitive development are discussed. Then, the pedagogical modes which should be prioritized to start instrument students in a metacognitive process are presented. Finally, two teaching strategies coming from the educational sciences, which have been adapted to the specific needs of instrumental practice and intended to develop metacognitive skills of students will be explained. These tools offer the musician-teacher references to guide the development of metacognitive skills of their students.
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