Instrumental teaching and learning: an exploration of self-reflection on action and resultant impact on a small group learning environment

Abstract

One of the emerging areas of focus in the higher education music environment is the means by which to engage students more directly in the teaching and learning process. While expert guidance is clearly critical, the need to enable students to acquire and develop independent learning skills is arguably critical during undergraduate education with its increasing emphasis on generic skills. This paper outlines the rationale for, methodology applied, and reflections on the introduction of a self-reflection mechanism for students participating in a trial of small-group tertiary piano teaching. Initially, a number of key principles to emerge from the literature are synthesised, as the basis for the design and implementation of a self-reflection mechanism which involved sixteen undergraduate degree students engaging in a process of self-evaluation across a range of key areas including preparation, playing, progress and contribution. Reflections on positive and unsatisfactory aspects, as well as planned strategies were included. An explanation of the methods developed to analyse the resultant substantial body of quantitative and qualitative data, gathered over the two-year trial period, foregrounds the discussion of results. Critical insights into how students perceive their role in the learning process, along with the impact that students’ work ethic has on the learning environment demonstrate the benefits of reflective mechanisms and lead to a number of directions for future research across the musical instrument teaching and learning field.