Becoming Subjects: Exploring Metacognition and Subjectification in Violin Learning

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.