Collaborative learning in two vocal conservatoire courses

Abstract

The apprenticeship tradition in conservatoire education assumes that teachers’ expertise is the main source for the development of future music professionals. However, the professional practice of vocalists is nearly completely based on collaboration, such as with other vocalists, instrumentalists, accompanists, orchestras, conductors, or stage directors. In this study experiences of students, alumni and teachers of one conservatoire in The Netherlands with collaborative learning practices in two vocal conservatoire courses were examined using student questionnaires and teacher interviews. Despite the assumption that the collaborative environment of group lessons would represent the ideal situation for learning to collaborate, group lessons did not explicitly lead to the collaborative and professional skills needed for musical practice. The main explanation for this might be that evaluated group lessons in this study were not designed with a learning goal of collaborative learning and working. A purposeful design of lessons in which content and pedagogy are aimed at developing these skills would enhance a culture of collaboration including both students and teachers, and as such mirror professional practice.

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