“If We Don’t Have a Good Relationship, We Won’t Deliver Anything Good”: Emotion Regulation in Small Music Ensembles, Insights from Higher Music Education

Abstract

Situated within the context of higher music education, the empirical orientation of this study is on the reflective accounts of young musicians participating in collaborative ensemble work in an educational institution in Norway. Drawing on theories of regulated learning from educational psychology, this study explores the affective and relational aspects of music students’ experiences of small ensembles. Specifically, it examines students’ perceptions of an ideal ensemble environment, socio-emotional challenges encountered during rehearsals, and the emotion-regulation strategies employed within these contexts. Eleven participants, 4 women and 7 men, with a median age of 22, were interviewed. The data were analyzed using a combination of inductive and deductive approaches to thematic analysis. The findings reveal that music students highly value collaborative ensembles as a gateway to acquiring new knowledge and performance skills, which are predominantly gained through peer interaction and active participation in the learning processes. Respect and receptivity emerged as critical qualities for fruitful musical collaborations. Notably, participants prioritized the well-being of the socio-emotional climate over musical competency, underscoring the formative role of emotions in these social learning environments. Furthermore, the study explored the self-reported emotion-regulation strategies employed by student musicians to maintain and/or re-establish a positive socio-emotional group climate. These regulation strategies involved both self- and other- directed processes.

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