Abstract:
High-level instrumental education research has primarily focused on the one-to-one studio lesson. Little research has been conducted on how the learning effects of a studio performance class has on music students. In this thesis the researcher explores why music students need to learn from their peers and what the academic and social benefits are to peer learning. Aside from reviewing existing literature on relevant subjects in music education, the researcher also uses qualitative methods such as instrumental teacher interviews, and practitioner performance classes to explore the benefits of peer-learning. Taking into account the limitations of a small study, the findings indicate that peer-learning in the performance class allows for students to learn more than just performance skills, enhances student relationships, and encourages peer-learning outside of the classroom.