ABSTRACT
In various cultural and historical contexts, recognition of the singer and/or the singing-self is unquestionable. This chapter focuses on group learning and teaching in a tertiary level undergraduate context. While musical endeavour usually requires shared experiential learning between musicians, traditional instrumental learning characteristically involves one-to-one pedagogy. Group learning within each level of study, and within vocal and musical contexts, occurs in several ways. The primary research impetus was to explore reflection and reflexivity in vocal and musical learning. The research was undertaken in the third year Music capstone subject between 2014 and 2017. Data analyses and coding of participant responses led to the identification of three emergent themes. These themes encompassed reflexive strategies that facilitated transformational insights, collaboration and community as motivation for learning, and transformative self-realisation through learning. The research findings identified the various ways in which changes in self-perception can occur and, as such, they illustrate the specific relevance of reflection and reflexivity for learning.
