Collaborative Learning in Higher Music Education by Helena Gaunt and Heidi Westerlund

Last updated: Sep 29, 2023

Summary of Collaborative Learning in Higher Music Education by Helena Gaunt and Heidi Westerlund

The book "Collaborative Learning in Higher Music Education" by Helena Gaunt and Heidi Westerlund explores the concept of collaborative learning in the context of higher music education. The authors delve into the various aspects of collaborative learning, its benefits, challenges, and potential for enhancing music education.

The book begins by providing an overview of the current landscape of higher music education and the need for collaborative learning in this field. It highlights the importance of developing collaborative skills in musicians, as they often work in ensembles, orchestras, and other group settings.

The authors then delve into the theoretical foundations of collaborative learning, drawing from various educational theories and research. They discuss the social constructivist approach to learning, emphasizing the role of interaction, dialogue, and shared meaning-making in the learning process.

Next, the book explores different models and methods of collaborative learning in music education. It discusses the benefits of peer learning, where students learn from and with each other, as well as the role of technology in facilitating collaborative learning experiences.

The authors also address the challenges and potential barriers to implementing collaborative learning in higher music education. They discuss issues such as power dynamics, assessment practices, and the need for supportive learning environments. They provide practical strategies and examples for overcoming these challenges and creating effective collaborative learning experiences.

Furthermore, the book explores the role of the teacher in facilitating collaborative learning. It discusses the importance of the teacher as a facilitator, mentor, and guide in creating a supportive and inclusive learning environment. The authors provide insights into effective teaching practices and strategies for promoting collaboration among students.

The book concludes by reflecting on the future of collaborative learning in higher music education. It highlights the need for ongoing research, professional development, and collaboration among educators to further enhance collaborative learning practices in music education.

In summary, "Collaborative Learning in Higher Music Education" provides a comprehensive exploration of collaborative learning in the context of higher music education. It offers theoretical insights, practical strategies, and examples for implementing and enhancing collaborative learning experiences. The book serves as a valuable resource for music educators, researchers, and students interested in promoting collaborative learning in music education.

1. The Power of Collaboration

In their book, Gaunt and Westerlund emphasize the transformative power of collaboration in higher music education. They argue that when students engage in collaborative learning experiences, they not only develop their musical skills but also enhance their ability to communicate, problem-solve, and work effectively in a team. Collaborative learning allows students to learn from each other, share ideas, and collectively create something greater than what they could achieve individually.

This insight is actionable for educators and students alike. Educators can design collaborative learning activities that encourage students to work together, such as group projects, ensemble performances, or peer feedback sessions. Students can actively seek out opportunities to collaborate with their peers, whether it be through joining a band, participating in chamber music groups, or organizing study groups. By embracing collaboration, students can enhance their learning experience and develop important skills that will benefit them beyond their music education.

2. Fostering a Supportive Learning Environment

Gaunt and Westerlund highlight the importance of creating a supportive learning environment in higher music education. They argue that when students feel supported and valued, they are more likely to take risks, explore new ideas, and engage in deep learning. A supportive environment can be fostered through positive teacher-student relationships, peer support networks, and a culture of respect and inclusivity.

To put this insight into action, educators can strive to build strong relationships with their students, providing guidance, encouragement, and constructive feedback. They can also facilitate opportunities for peer support and collaboration, such as group discussions, ensemble rehearsals, or mentoring programs. Students can contribute to a supportive learning environment by actively participating in class discussions, offering support to their peers, and embracing a growth mindset that values learning from mistakes and challenges.

3. Embracing Diversity and Inclusion

Gaunt and Westerlund emphasize the importance of embracing diversity and inclusion in higher music education. They argue that by valuing and celebrating different perspectives, backgrounds, and experiences, students can develop a broader understanding of music and enhance their creativity. Inclusive practices can also contribute to a more equitable and just learning environment.

This insight can be put into action by educators by incorporating diverse musical styles, genres, and traditions into the curriculum. They can also create opportunities for students to share their own cultural backgrounds and musical experiences. Students can actively seek out and engage with music from different cultures and traditions, attend performances by diverse artists, and collaborate with peers from different backgrounds. By embracing diversity and inclusion, students can broaden their musical horizons and develop a deeper appreciation for the richness of music.

4. The Role of Reflection in Learning

Gaunt and Westerlund highlight the importance of reflection in the learning process. They argue that when students engage in reflective practices, such as journaling, self-assessment, or group discussions, they deepen their understanding of their own learning process and can make meaningful connections between theory and practice.

Educators can encourage reflection by incorporating regular opportunities for students to reflect on their learning experiences, such as through written reflections, group discussions, or portfolio assessments. Students can actively engage in reflection by setting aside time for self-assessment, journaling about their musical experiences, and seeking feedback from peers and teachers. By embracing reflection, students can become more self-aware learners and develop a deeper understanding of their own musical development.

5. Balancing Individual and Collective Learning

Gaunt and Westerlund emphasize the importance of balancing individual and collective learning in higher music education. They argue that while individual practice and development are crucial, collaborative learning experiences provide unique opportunities for growth and creativity.

Educators can strike a balance by incorporating both individual and collaborative learning activities into their curriculum. This can include individual practice assignments, ensemble performances, group projects, or peer feedback sessions. Students can actively seek out opportunities for both individual and collaborative learning, such as practicing their instrument independently, participating in ensemble rehearsals, or organizing study groups. By finding a balance between individual and collective learning, students can develop their own musical voice while also benefiting from the collective wisdom and creativity of their peers.

6. The Role of Technology in Collaborative Learning

Gaunt and Westerlund discuss the role of technology in facilitating collaborative learning in higher music education. They argue that technology can provide new opportunities for students to connect, collaborate, and create music together, regardless of geographical distance.

Educators can incorporate technology into their teaching practices by utilizing online platforms for collaborative projects, virtual ensemble performances, or remote lessons. Students can explore online resources, participate in virtual collaborations, or use technology to record and share their musical creations. By embracing technology, students can expand their collaborative opportunities and engage with a global community of musicians.

7. The Importance of Feedback and Assessment

Gaunt and Westerlund emphasize the importance of providing timely and constructive feedback to students in higher music education. They argue that feedback plays a crucial role in guiding students' learning, helping them identify areas for improvement, and building their confidence.

Educators can provide feedback through individual assessments, group critiques, or one-on-one discussions. Students can actively seek feedback from their peers, teachers, and mentors, and use it to inform their practice and development. By embracing feedback and assessment, students can continuously improve their musical skills and deepen their understanding of their own strengths and areas for growth.

8. Lifelong Learning and Professional Development

Gaunt and Westerlund emphasize the importance of lifelong learning and professional development in higher music education. They argue that musicians need to continuously engage in learning, exploring new ideas, and staying connected to the evolving musical landscape.

This insight is actionable for both educators and students. Educators can engage in professional development opportunities, such as attending conferences, workshops, or collaborating with colleagues. Students can actively seek out opportunities for learning and growth, such as attending masterclasses, participating in competitions, or exploring new musical genres. By embracing lifelong learning, musicians can stay inspired, adaptable, and continue to evolve throughout their musical careers.