Autonomy Without Anarchy: Peer Interaction, Learning, and Musical Growth in the School Ensemble

Abstract

Classroom engagement and student learning are two educational topics that garner great conversation within traditional classroom settings but are included less often in considerations of school music ensemble and their rehearsals. Student development within these settings is often evaluated only through musical output, yet both a growing body of research and concern for student retention support a broader consideration of the topic. This paper explores three examples of non-traditional rehearsal practices - conductor-facilitated collaboration, peer mentoring, and collaborative ensemble autonomy – viewed through both theoretical and practical lenses.  The overarching goal is to provide research-supported expansions and extensions to existing methods and techniques as well as consider the positive effects of increased student autonomy on the musical and personal growth within ensembles.