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• W813000710 abstract "INTRODUCTIONTRY TO THINK BACK to your college education. Can you remember a moment-outside the classroom-when you experienced a growth spurt in your learning as a result of feedback received from a peer? The process of becoming a professional singer not only requires hard work over many years, but it is also a highly personalized journey in developing one's artistic identity. Teachers and professional music school curricula are important contributors to these formative years of study; yet, there are other less formal dimensions that are vital to music students' progress. In developing their voices and careers, devoted students seek additional learning opportunities in their daily lives. Peer feedback, in particular, may be one of the most important activities through which singers develop technique and musicianship, and ultimately shape their careers.I just uploaded my singing video. Are you able to check out my voice technique and give me feedback? This is a text message that Anna received from Sara.1 Since college, Anna and Sara have been long-time peer learning partners, a relationship that has continued to this day, as Anna studies in Boston and Sara lives in Seoul. Despite 6,800 miles between them, Anna has remained Sara's closest peer supporter for her singing. In witnessing such interactions, as well being a voice student, this researcher became reflexively curious about the role of peer-directed learning and its significance in developing vocal artistry.Why, for example, do voice students seek feedback from peers? Why do they select a certain peer over another? What actually occurs during these peer sessions? How does peer learning affect musical development? These core questions guided this study.The data for this qualitative research were obtained via interviews and observations of two adult voice students' peer teaching and learning experiences. It was not difficult to find singers such as Anna, Sara, or Yuri, who voluntarily offered feedback regarding their colleague's technique in order to answer these questions, an exercise that produced rich interactions. By investigating the process of peer learning among music students-in the absence of teachers or set curriculathis researcher seeks to enrich understanding of student learning in music institutions, which could, in turn, inform educational improvements.BACKGROUND AND LITERATURE REVIEWSince the late eighteenth century, the purpose of music conservatories has been to pass along the tradition, culture, and practice of Western classical music to the next generation.2 To achieve this, fostering a strong teacher-student relationship is essential. Typically, successful musicians from the previous generation train aspiring professional musicians by means of an intensive regimen of musical knowledge, technique, and repertoire.Among conservatory offerings, the one-on-one music lesson is regarded as the most critical for students,3 and students usually consider primary applied lesson instructors as role models. This relationship is often compared to a master-apprentice one, which is rooted in the practices of the medieval guild.4 Applied music teachers are regarded as masters of musical artistry, while students (apprentices) learn under their guidance. This intensive relationship can perpetuate a musical legacy from generation to generation.5Of course, motivated students also strive to improve artistry on their own. Beyond scheduled weekly lessons, how students manage their remaining weekly hours becomes a key factor to their musical development.6 While practicing alone continues to be regarded as perhaps the most significant aspect of a student's development,7 interacting with other peers while learning in various settings (e.g., practice rooms, rehearsals, or performances) also may profoundly influence students. In addition to students, professional singers also realize the merit of having other ears listen to their voices. …" @default.
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• W813000710 date "2014-05-01" @default.
• W813000710 modified "2023-09-24" @default.
• W813000710 title "The Role of Peer Directed Learning on the Journey toward Becoming a Vocal Artist: A CASE STUDY OF TWO GRADUATE LEVEL VOICE MAJORS" @default.
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