Negotiating musical problem-solving in ensemble rehearsals

Abstract

Ensemble playing is considered central in specialist higher music education, not least because of its collaborative nature. It is a subject in which students are expected to take significant responsibility for learning together during their many unsupervised ensemble rehearsals. This article reports from a qualitative case study investigating the ways three undergraduate student chamber ensembles negotiate musical problem-solving, emphasizing their listening efforts. Findings reveal four ways of interacting – complete, incomplete, personal and expert negotiations – and also suggest new ways of understanding aural awareness within ensembles. Working from a sociocultural perspective, the study proposes that listening is also a collective phenomenon.

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