ABSTRACT
In Slovenian music schools, there has been a growing interest in exploring collaborative concepts through a variety of educational approaches where students actively contribute to their musical learning. Based on a case example of developing a collaborative micro-environment in flute instruction, the authors argue that a nurturing and supportive collaborative environment can transform learning into a stimulating experience where challenges are met and overcome with the support of peers, teachers, and parents. In such environments, teachers’ roles shift towards facilitating and coordinating the learning process instead of merely transmitting knowledge and skills, while the music school becomes an exciting learning community where new friendships are made and lifelong commitment to music is nurtured, thus potentially also contributing to the improvement of wider society. Furthermore, the example illustrates how during the COVID-19 pandemic, music school education became a source of social connection via virtual music platforms that allowed students and their families to remain connected through the arts and enabled them to thrive both socially and musically despite physical isolation.
