Collaborative learning in conservatoire education: catalyst for innovation
The aim of this research project was to increase understanding of which collaborative learning approaches already exist in conservatoire education, and how implementation of collaborative learning could be supported.
- Tamara Rumiantsev
- 14 April 2022
- Fulltext in Scholarly Publications Leiden University
Contemporary professional music performance and teaching practices demand the ability to engage in a variety of collaborative settings with a broad range of competencies and skills. According to various studies, offering a wider variety of pedagogical approaches and implementing collaborative learning activities in conservatoire education would be beneficial for students' preparation for their prospective careers.
However, collaborative learning has not yet been broadly and widely implemented in conservatories around the world. The aim of this research project was to increase understanding of which collaborative learning approaches already exist, and how implementation of collaborative learning could be supported. Four studies were conducted, including students, teachers, and leaders as stakeholders. Collaborative learning was found to support experiences and feelings of trust, safeness, friendship, and reinforced the development of collaborative and metacognitive skills.
Also, learning activities and content of lessons appeared to be suitable for implementation of collaborative learning. A purposeful design of lessons is necessary, including a change to a student-centred learning environment. Yet, aspects of culture and tradition sustaining teacher-centred approaches, were found to hinder the process of implementing collaborative learning. Better connections to professional practice and society require a paradigm shift in teaching and learning in conservatoire education.