Effect of cooperative learning on music composition, interactions, and acceptance in elementary school music classrooms

Abstract

This investigation compared the effectiveness of cooperative learning to individualistic instruction in two fourth-grade elementary school general music classes. Effects of the two strategies on the music composition, social interactions, and acceptance of peers were examined. Cooperative learning is a process whereby students work together toward shared goals. Student/teacher interaction is structured and encouraged in this model. Groups of four to six students combine their efforts to solve problems, make decisions, and work interdependently in an effort to enhance critical thinking and social skills necessary for students to better function in society. Individualistic instruction allows students to work independently of others. Interaction with other students is absent, given that students work alone, allowing them to vwork at their own pace on problems that mayor may not be the same as those of their classmates.

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