Collaborative/Cooperative

Learning
Michael Behnke
“A teacher-led ensemble, inherently top-down in nature,
with students dutifully following directions from the
podium, may not provide sufficient opportunities for the
development of musical understandings or allow students
to be involved in any decision-making processes.”

Cangro, R. (2016). Student Collaboration and Standards-Based Music Learning:

A Literature Review. Update: Applications of Research in Music Education,
34(3), 63–68. https://doi.org/10.1177/8755123314568794
“…the emergent view of the teaching and learning
process in music composition as one of a dyad working
toward shared goals in a process characterized by
collaboration, joint effort, and social support, suggesting
that the teaching and learning process in composition may
be a form of creative collaboration.”

Cangro, R. (2016). Student Collaboration and Standards-Based Music Learning:

A Literature Review. Update: Applications of Research in Music Education,
34(3), 63–68. https://doi.org/10.1177/8755123314568794
“In contrast to traditional band practices, performance
opportunities included few fully notated works, with more
improvisations and student-centered compositions
occurring throughout the curriculum. The students took
ownership of what they were doing, made significant
progress on their instruments, and assumed leadership
roles.”

Cangro, R. (2016). Student Collaboration and Standards-Based Music Learning:

A Literature Review. Update: Applications of Research in Music Education,
34(3), 63–68. https://doi.org/10.1177/8755123314568794
“Compared to Western notation, it provides an expedient
way of reading and performing rhythms regardless of
students’ musical and cultural backgrounds.”

Ng, H. H. (2020). Project Stomp: Using Graphic Notation for Effective

Multimodal Collaborative Learning. General Music Today, 33(3), 5–13.
https://doi.org/10.1177/1048371319890299
“As the process of creating and organizing musical
material varied between students who possessed diverse
musical backgrounds and personalities, the facilitation of
their composing process took into account how
individuals compose differently so as to not impede the
process by inhibiting their ability to employ what they
know.”

Ng, H. H. (2020). Project Stomp: Using Graphic Notation for Effective

Multimodal Collaborative Learning. General Music Today, 33(3), 5–13.
https://doi.org/10.1177/1048371319890299
“…some student groups evidenced understanding of these
concepts in their final Stomp performances, yet submitted
alternative visual representations that were markedly
different from the graphic system taught in class..”

Ng, H. H. (2020). Project Stomp: Using Graphic Notation for Effective

Multimodal Collaborative Learning. General Music Today, 33(3), 5–13.
https://doi.org/10.1177/1048371319890299