Peer Mentoring in a High School Jazz Ensemble

Goodrich, Andrew

doi:10.1177/002242940705500202

Cited by 45 publications

(78 citation statements)

References 8 publications

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“…Teachers also reported that while some students were initially reluctant to adopt a collaborative approach, a majority of the reluctant students did begin to work together after several sessions. These findings also are noted by Goodrich (2007) and Darrow et al (2005), who suggest that all students do not readily adopt PAL. Teachers also indicated that PAL might be even more successful if experiences were reduced in frequency and spread out over a longer period of time.…”

Section: Implications For Teachingsupporting

confidence: 55%

The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band

Johnson

2017

Journal of Research in Music Education

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The purpose of this study was to examine the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learner engagement in the secondary instrumental music classroom. Using a quasi-experimental design, students from six separate seventh-grade bands from one large urban/suburban school district ( N = 261) were randomly assigned to one of two treatment conditions: symmetrical PAL, where students of like ability were paired together, and asymmetrical PAL, where students of divergent ability were paired together. Students worked in pairs over the course of four weeks and took turns being the “learner” and the “teacher” to improve sight-reading ability and music theory knowledge. Student pairs were allowed to determine their own rules for interaction, turn taking, and the amount of material to be covered in each session. Three pre-/posttest outcome variables were assessed: sight-reading performance, music theory knowledge, and learner engagement. Additionally, individual socioeconomic status (SES) and motivation orientation were compared as potential moderating variables. Hierarchical linear regression analyses indicated that regardless of PAL pairings, there were significant gains for each of the outcome variables. Moreover, interaction effects were found between learner engagement, method of instruction, and SES.

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Section: Implications For Teachingsupporting

confidence: 55%

The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band

Johnson

2017

Journal of Research in Music Education

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“…The following quote by educational scholar Audrey Gartner captures the sentiment of teaching being a powerful form of learning (Gartner, 1998: p. 281 According to collaborative learning experts Keith Topping and Stewart Ehly, peer-assisted learningan instructional arrangement where peers help each other to gain knowledge and skill through active help and supportentails individuals sharing knowledge until it becomes a common possession (Topping & Ehly, 2001). Many researchers in music education have presented evidence that peer-assisted learning (PAL) often leads to meaningful gains in music achievement, student engagement, self-concept, and motivation to learn (Alexander & Dorrow, 1983;Darrow, Gibbs, Wedel, 2005;Goodrich, 2007;Johnson, 2011;Johnson, 2013). Additionally, PAL is a way for teachers to create a community of learners where the "open flow of ideas," the "faith in the individual and the collective," and the use of "critical reflection to evaluate problems," are all cultivated aspects of student experience.…”

Section: Introductionmentioning

confidence: 99%

Peer-teaching in the Secondary Music Ensemble

Johnson

2015

Journal of Education and Training Studies

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Peer-teaching is an instructional technique that has been used by teachers worldwide to successfully engage, exercise and deepen student learning. Yet, in some instances, teachers find the application of peer-teaching in large music ensembles at the secondary level to be daunting. This article is meant to be a practical resource for secondary school music teachers to incorporate peer-teaching into their classroom. Additionally, several philosophical angles associated with peer-teaching are presented for teachers to consider including the theoretical underpinnings of collaborative learning, the cultural conceptualization of "struggle to learn," and the suggested degree structure in peer-assisted learning exercises.

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“…Peer mentoring has been another focus of research in American jazz bands (Goodrich, 2007). Jazz researchers have studied pedagogies specific to improvisation (Watson, 2010;Prouty, 2008;Wehr-Flowers, 2006) and gender and improvisation (Wehr-Flowers, 2006).…”

Section: Jazz In Secondary Schoolsmentioning

confidence: 99%

On being and becoming a jazz musician: Perceptions of young Scottish musicians

Black¹

2017

London Review of Education

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This paper examines what goes on in an improvising jazz combo in a secondary school in Scotland, where teaching follows Rogoff's three-stage sociocultural process, moving from an initial apprenticeship model through one of guided participation to one of participatory appropriation. Using a case study research design and interpretative phenomenological analysis, and drawing on sociocultural perspectives, the music-making and participation of three participants is discussed and presented through narrative account. Three key themes emerged as perceived benefits: (1) personal effects, (2) social effects; and (3) jazz effects. The development of confidence was seen as the main outcome of learning in the jazz combo. This study suggests that learning in an active participatory jazz combo with pedagogy more appropriate to an informal learning style may help to foster the development of learner voice and help enable a creative disposition, in line with the philosophy of Scotland's Curriculum for Excellence (CfE).

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Peer Mentoring in a High School Jazz Ensemble

Cited by 45 publications

References 8 publications

The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band

The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band

Peer-teaching in the Secondary Music Ensemble

On being and becoming a jazz musician: Perceptions of young Scottish musicians

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