Let’s play together: teacher perspectives on collaborative chamber music instruction

Abstract

This article reports on a pilot project exploring the viability of a teachingthrough-playing approach in chamber music instruction in higher music education. Literature suggests that teaching traditions such as the oneto-one setting need renewal, and socio-cultural theories of learning propose that collaboration and participation are a way forward. To explore this new approach, a multiple case study of four chamber music groups with teachers as playing participants was set up in two institutions in Australia and Norway. Participants were interviewed to examine their attitudes, use of teaching and learning strategies, and perceived challenges and benefits of the approach. The findings suggest that working with professionals in a community of practice in a real-life setting intensifies and broadens learning of musical, social and general skills relevant for chamber music performance. However, the study revealed challenges regarding power relations that need to be resolved. In conclusion, the approach seems to be a promising supplement to existing teaching traditions. The master-apprentice model is through this approach re-imagined as a master-apprentice relationship of guided participation. The guidance comes from social partners' feedback and from the hands-on involvement in and observation of the action culture of chamber music performance demonstrated as a professional practice.

Examine the Teacher’s Role in Group and Individual Curriculum

“…This learning process is regarded as a reflection in action, that is, the student learns from his peers in an environment with the teacher's minimum support [6]. In this process, teachers play the role of "intermediary", "more active and interventional" and promoter of learning to enhance students' sense of belonging, motivation and self-efficacy [1], to encourage students to come to class with positive emotion and to improve their musical ability [5].…”

“…The role of teachers has shifted from mentor to facilitator. Since the beginning of the 20th century, the centre of learning has changed from teacher-centred to student-centred, and now the role of the teacher has changed from a guide to a facilitator of learning [1] and student-led are encouraged to participate more in the learning process [2]. Teachers applying a student-centred approach start music teaching with a solid knowledge of pedagogy and child development, and they seek to learn age-appropriate music and teaching strategies to become masters of the educational process [3].…”

“…Classroom learning can be divided into the master-apprentice model and group learning. Instrumental and vocal performances are usually taught through weekly one-to-one individual lessons with expert performers [1]. Group learning can be divided into collaborative learning, cooperative learning and other learning activities to foster student creativity, share leadership and responsibility, and create social and cultural cohesion [1].…”

“…Instrumental and vocal performances are usually taught through weekly one-to-one individual lessons with expert performers [1]. Group learning can be divided into collaborative learning, cooperative learning and other learning activities to foster student creativity, share leadership and responsibility, and create social and cultural cohesion [1]. Music teachers play the role of authority and facilitator respectively in these two classrooms learning modes.…”

“…In collective learning, the development of individual students is less dependent on the relationship between students and teachers [5], and it is mainly through peer-directed learning. This learning process enables students with common interests to consciously share knowledge and skills through interaction to experience new perspectives and ways of thinking and enhance students' sense of belonging [1].…”