Title: Mirror as a Tool of Learning Techniques in Tertiary Institution, Music Education
Authors: TAIWO Emmanuel Adegboyega
AYODELE
Precious Samuel PhD
Volume: 10
Issue: 8
Pages: 251-255
Publication Date: 2026/08/28
Abstract:
The concept of mirror as a symbolic tool of learning techniques in music education of Tertiary Institutions is a reflection of imitation and transformation beyond its physical application in pedagogical approach, serving as a metaphor for self-awareness, balance, and creative qualities in the learning process. Through mirroring, students engage in active observation, bodily coordination, and aural imitation, which support the development of musical identity, structural understanding, and expressive communication. This study explores how symbolic interpretations of mirroring bridge the gap in understanding limits of strategies that provide students with effectiveness of cognitive learning and expressive benefits of the mirror technique to enhance music education instructions by promoting a holistic, and reflective approach to learning. In doing so, this study uses interviews, observations, and analysis of teaching materials that uncovers how mirroring techniques enhances self-awareness, creativity, and collaborative engagement among learners, and hang on to the symbolic interactionism theory of George Herbert Mead and Herbert Blumer. The findings of this study reveal that, when educators recognise and apply the mirror symbolically, it will foster deeper cognitive, emotional, and expressive development in students learning abilities and techniques. Recommending that standing mirror should be made available and positioned at strategic locations with proper awareness of students on the benefits and appreciation of uses offers a framework for music educators to integrate symbolic thinking with practical techniques, ultimately enriching students' experience in music education at tertiary institutions.