This article was written for Paducah Parenting magazine.
It's a Group Thing - for Teachers and Students, Part II
The advantages of group instruction are numerous and the bottom line to many of the
benefits is motivation. Group dynamics and peer interaction form the basis for that
motivation, as students and parents learn together through exploration and experience -
"hands-on" learning. When a group of students shares the excitement of exploring a new
concept, and the students are further encouraged to be creative with that concept, the
resulting camaraderie will keep the students coming back for more. This can also be seen
in many non-musical settings. Whether child or adult, people enjoy opportunities to learn
from one another, share ideas, discuss and ask questions, and offer opinions. When this
happens in a musical way in the group lesson, the students feel ownership in the class, and
they love their lessons.
Other types of peer interaction keep motivation high as well. Learning new skills can be
work, and it is just more fun to work when others are working too. The "work" feels more like
"play." Children especially want to be able to do things the first time they try, and frustration
can hamper efforts when it doesn't happen easily. The frustration is diffused when children
are encouraging one another while sharing ideas and strategies for mastery. What could
be more motivating then having a peer applaud your efforts, much less your
accomplishments? This authentic support system of students and parents is enormously
motivating. A by-product of the class bonding is that students keep practicing and working
at home so they don't get behind their classmates! Teachers AND parents can appreciate
that type of motivation.
Another benefit for students is that they develop a better ear for music. It is very easy in a
private lesson setting to emphasize technical work and notation at the expense of ear
training. This inhibits the growth of a student's musicianship and creativity. In terms of brain
usage, technical skills and note reading are based largely in the left hemisphere. The
musical right brain is inadequately utilized and students often do not learn to listen properly
to themselves. Once these students learn to rely on notation for their music, it becomes
increasingly difficult to explore musical avenues that do not have a notational basis - those
avenues, for example, that start with the ear or depend heavenly upon a trained ear. These
include those all-around musicianship skills such as improvising, composing, harmonizing,
transposing, accompanying, and, of course, playing by ear. The student who learns in a
group gains more well-rounded and functional skills in addition to an excellent ear.
Not only do students develop good ears, but they also develop good listening skills and
independent learning skills. In group lessons, students have to listen so they can sing,
match pitch, and/or play together. In that way, listening aids students in developing both a
rhythmic and melodic security and accuracy. In ensemble playing, when each student plays
a different part, they must listen to hear their own part, and yet also listen to stay together
and to blend. They can also be asked to listen to one another play individually and offer
constructive comments - a critical listening skill that promotes the types of analysis and
problem-solving that are required for independent learning to take place.
Because the group approach is conducive to learning so much more than just how to play
pieces or read music, the students gain confidence in their range and adaptability of
abilities. Additionally, students are comfortable demonstrating those abilities and have the
confidence to play for others. After all, they play in front of classmates every week!
Although there are occasionally reasons for private instrument instruction, there are
ALWAYS reasons for group instruction. Students are motivated due to group dynamics
and peer interaction. They learn more - including functional musicianship skills. Students
develop better ears and keener listening skills, as well as abilities to problem-solve and
analyze, making them more capable of learning independently. Students are confident
and comfortable playing for others.
It is a group thing - and a good thing...for both teachers AND students!