Standing ‘on our own two feet’: A comparison of teacher-directed and group learning in an extra-curricular instrumental group

Abstract

This practitioner-based research, undertaken by the author in her own teaching context with herself as participant, explores how autonomous learning skills and motivation can be fostered in primary-aged instrumentalists. A primary school extra-curricular recorder group was observed participating in two stages of lessons: the first, teacher-directed and the second, focused around group learning. Lessons were videoed and transcribed for analysis and pupils’ views on the two styles of lessons gained through interviews. The teacher-directed lessons were considered in the light of the apprenticeship conception of the teacher's role, with its potential to balance direction and facilitation, and scaffolding was observed to be used in various ways, both promoting and restricting pupil autonomy. The group learning lessons used aspects of theMusical Futures1informal learning approach, particularly self-directed learning in friendship groups, using aural models on CD, with the teacher's role facilitative rather than directive. These lessons were considered in the light of theories of group learning, with pupils observed providing mutual support, scaffolding in different ways to a teacher, and engaging in transactive communication. Pupils, though positive about both stages, valued the opportunity to learn independently in the group learning lessons, gaining a sense of flow through the challenge involved. Findings suggest that whilst both teacher-directed and group learning can be effective, music teachers could develop their pupils’ capacity for autonomous learning by taking opportunities to adopt a more facilitative role, providing the learning context and assistance when required, but allowing the pupils to direct their own learning.

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