Collaborative learning in two vocal conservatoire courses

The apprenticeship tradition in conservatoire education assumes that teachers' expertise is the main source for the development of future music professionals. However, the professional practice of vocalists is nearly completely based on collaboration, such as with other vocalists, instrumentali...

Full description

Saved in:
Bibliographic Details
Published in:Music education research 2017-10, Vol.19 (4), p.371-383
Main Authors: Rumiantsev, Tamara W., Maas, Annemarie, Admiraal, Wilfried
Format: Article
Language:English
Subjects:
Alumni
Apprenticeships
Classical Music
Collaborative learning
College Faculty
Cooperative Learning
Feedback (Response)
Foreign Countries
Graduate Students
Group Activities
Higher music education
Job Skills
Music
Music Education
Musical Instruments
Musicians
Pedagogy
Peer Teaching
professional practice
Questionnaires
Semi Structured Interviews
Singing
Student Surveys
Undergraduate Students
vocal course
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The apprenticeship tradition in conservatoire education assumes that teachers' expertise is the main source for the development of future music professionals. However, the professional practice of vocalists is nearly completely based on collaboration, such as with other vocalists, instrumentalists, accompanists, orchestras, conductors, or stage directors. In this study experiences of students, alumni and teachers of one conservatoire in The Netherlands with collaborative learning practices in two vocal conservatoire courses were examined using student questionnaires and teacher interviews. Despite the assumption that the collaborative environment of group lessons would represent the ideal situation for learning to collaborate, group lessons did not explicitly lead to the collaborative and professional skills needed for musical practice. The main explanation for this might be that evaluated group lessons in this study were not designed with a learning goal of collaborative learning and working. A purposeful design of lessons in which content and pedagogy are aimed at developing these skills would enhance a culture of collaboration including both students and teachers, and as such mirror professional practice.
ISSN:1461-3808
1469-9893
DOI:10.1080/14613808.2016.1249363