Student-as-master? Reflections on a learning innovation in popular music pedagogy

Abstract

If the modern conservatorium is to prosper in a rapidly changing cultural and economic landscape, it will need to provide a learning experience that produces multi-skilled and adaptable graduates who are self-monitoring and self-directing. By implication, teaching practices that have dominated in the past will need to be re-thought, and alternatives considered that are likely to produce graduates with the abilities and attributes necessary to adapt readily to a changing environment. As a response to this imperative, one conservatorium has developed a pedagogical approach based on the creation of a scaffolded self-directed learning community, a master-less studio. It is embedded in a popular music program that explicitly values the development of learning characteristics that will help graduates deal with an unpredictable future. Student feedback on the impact of these practices has been gathered during the evolution of this process. It includes survey data, formal and informal student feedback, and a number of interviews in which students describe how aspects of this learning-centred approach have interacted with their music making and their career expectations. From this feedback, it is evident that greater student autonomy and self-efficacy result from the a-synchronous reflection on performance that is enabled through recording, the self-reflection that is required by self-assessing, and the reflections on the work of others that peer-based assessment demands.

Popular music pedagogy: Band rehearsals at British universities

“…It is illustrative of a shift in the focus of practise from teaching to learning, from how to teach to what to learn and experience (Folkestad, 1998;Lebler, 2007) a role which Jørgensen characterises as being 'hidden', 'tacit' or 'implicit' (Jørgensen, 1997). Such informal learning practices in formal contexts, such as a university course, suggest a paradigm shift in the tutor's role, where the band and tutor develop a partnership.…”

“…Such informal learning practices in formal contexts, such as a university course, suggest a paradigm shift in the tutor's role, where the band and tutor develop a partnership. The tutor is part of the community of learners (Green, 2002(Green, , 2008) a role that is more complex and nuanced than transmission and credentialing (Lebler, 2007). For first year students especially, it was also about helping each band develop productive rehearsing and time management protocols.…”

Opening Minds: Style Copies as Didactical Initiators

“…In this phase there was also peer tutoring, for example to help in music production. This pedagogical idea was introduced after noticing an article by Don Lebler (2007), which reported on good effects and new learning scenarios associated with peer tutoring.…”

Rethinking the musical ensemble: A model for collaborative learning in higher education music technology

“…Similarly, ongoing commitment by participants over a number of years allows the ensemble to strengthen and mature, increasing the potential for peer learning to take place between experienced and novice members (Blom and Poole 2004;Daniel 2004;Lebler 2007). However recruitment and continuity can be a challenge.…”