ABSTRACT
This chapter addresses peer-supported learning in music. Based on theoretical perspectives from Vygotsky and Bandura, we review empirical research on peer learning in music at different ages and levels, in formal and informal learning contexts as well as in web/technology-driven contexts. We find that peer learning may positively influence children’s, students’ and musicians’ individual development, nurture their social engagement and develop generic skills of high value in their professional lives. Successfully organised peer learning may take different forms in order to nurture both social engagement and musical self-appreciation of learners. However, we also find that peer learning may have pitfalls regarding exclusion or inclusion of participants based on social criteria such as gender, ethnicity or social status. These pitfalls are related to equal or asymmetrical relations of the peer cohort and to self-selection processes among peers. Although research on peer learning in music has expanded rapidly, more detailed and focused knowledge is still required on what characterises the organisation of successful peer learning situations in all ages, levels and contexts.
