Collaborative Learning in Two Vocal Conservatoire Courses

Autor/inn/en	Rumiantsev, Tamara W.; Maas, Annemarie; Admiraal, Wilfried
Titel	Collaborative Learning in Two Vocal Conservatoire Courses
Quelle	In: Music Education Research, 19 (2017) 4, S.371-383 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2016.1249363
Schlagwörter	Cooperative Learning; Music; Singing; Foreign Countries; Music Education; Semi Structured Interviews; Questionnaires; Classical Music; Musicians; Group Activities; College Faculty; Undergraduate Students; Alumni; Apprenticeships; Feedback (Response); Peer Teaching; Musical Instruments; Netherlands + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Musik; Gesang; Ausland; Musikerziehung; Fragebogen; Musiker; Gruppenaktivität; Fakultät; Apprenticeship; Lehre; Peer group teaching; Peer Group Teaching; Musikinstrument; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01