“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project

Abstract

Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students ( N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.

Giving Students the Power: Rehearsal Strategies for General Music

“…When they have the independent musicianship skills of selecting and enacting rehearsal strategies, they can collaboratively rehearse and refine music. This collaboration in turn gives students opportunities to practice critical thinking and communication (Cangro, 2016; Haning, 2021). Students can work in small groups to rehearse and refine music.…”

Research-to-Resource: Two Motivation Frameworks for Encouraging School Choral Participation

“…Opportunities for self-direction enhance feelings of autonomy, and there are many opportunities for self-direction in the choral program (Evans, 2015; Nix et al, 1999). First, include student voice and choice in performance decisions such as repertoire, performance design, or venue (Evans, 2015; Haning, 2021). Second, allow students to innovate and manage aspects of the choral program (e.g., mentoring programs, socialization activities, social media, recruiting activities; Mara, 2019).…”

“…Student-centered learning practices include creating personal learning goals, solving musical problems in partners, thinking critically about their performance in collaboration with their peers, and even offering instruction to their peers (Evans, 2015; Hansen & Imse, 2016). Activities such as these support autonomy, competence, and intrinsic motivation because students initiate a course of action to meet learning goals within their capabilities (Evans, 2015; Haning, 2021; Johnson, 2015).…”