Striking a Balance in Brass Pedagogy: Collaborative Learning Complementing One-to-one Tuition in the Conservatoire
This chapter highlights statements from the Housewright Declaration that coincide with specific coursework for Collaboration and Creativity in the New Music Community. It demonstrates the collaboration that provides students with transformative learning experiences. The chapter includes music-making with technology and building improvisation and composition skill sets, all of which have previously tended to be treated as peripheral activity in elementary, secondary and undergraduate music education curricula. Additional challenges to collaborative learning may include working with a group member who is not as intrinsically or extrinsically motivated to prepare and rehearse an improvisation assignment as the rest of the group members. Students are required to compose a song with original music and lyrics. This co-operative teaching model created an interactive classroom with varying perspectives, and continuous feedback between co-teachers and between teachers and students. One benefit was that undergraduate students witnessed their instructors collaborating in all stages of development, presentation and assessment of the course.