A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals

Autor/inn/en	Brandler, Brian J.; Peynircioglu, Zehra F.
Titel	A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals
Quelle	In: Journal of Research in Music Education, 63 (2015) 3, S.281-297 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429415597885
Schlagwörter	Music Education; Music Activities; Cooperative Learning; Educational Benefits; Instructional Effectiveness; Theater Arts; Comparative Analysis; Singing; Musicians; Student Surveys; Likert Scales; Groups; Statistical Analysis; Scores; Memory; Accuracy; Preferences; Metacognition; Individual Differences; Learning Processes; College Students; District of Columbia + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Kooperatives Lernen; Bildungsertrag; Unterrichtserfolg; Theaterwissenschaft; Gesang; Musiker; Schülerbefragung; Likert-Skala; Statistische Analyse; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individueller Unterschied; Learning process; Lernprozess; Collegestudent
Abstract	Collaboration is essential in learning ensemble music. It is unclear, however, whether an individual benefits more from collaborative or individual rehearsal in the initial stages of such learning. In nonmusical domains, the effect of collaboration has been mixed, sometimes enhancing and sometimes inhibiting an individual's learning process. In music, observational studies suggest collaborative rehearsal is indeed effective. In the present study, we compared collaborative and individual rehearsal directly and experimentally. Vocalists studied some pieces alone (with or without accompaniment) and some pieces collaboratively in groups of three. Their immediate performance and memory results indicated that accompaniment in solo sessions enhanced individual learning, and more importantly, collaboration had a detrimental effect. The findings are discussed within the general framework of blocking or free-riding theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01