This article reports on a pilot project conducted in Australia and Norway evaluating new approaches to collaborative chamber music instruction in higher education settings. Following suggestions from the literature on collaborative and group learning in music, chamber music tuition was chosen as a suitable context to examine the possibility of teaching-through-playing and the impact of such an approach on students’ collaborative learning and their induction into the professional music community. Two groups of staff and students in each institution volunteered to participate in the project and implemented their own rehearsal schedule. Student focus group interviews were conducted after the final performance of rehearsed repertoire, and transcripts were analyzed by two researchers independently for the emerging themes and refined through iterative discussions. Key findings include students being inspired by working with experienced staff in a professional setting, learning the skills of ensemble playing such as effective rehearsal techniques, understanding of stylistic conventions, specific technical, musical and co-ordination skills, greater experimentation, positive impact of group discussions, and a more collaborative atmosphere. Students found it challenging to alter power roles, as the ingrained attitudes of teacher-led approaches prevailed. This project has shown that teaching-through-playing chamber music is a viable approach for developing students’ musical and social skills by providing them with authentic professional experiences. We propose an alternative model of higher education performance teaching that is more collaborative and participatory.

本文报告了在澳大利亚和挪威进行的一项试点项目，该项目评估了高等教育环境中合作室内乐教学的新方法。根据文献中关于音乐的协作学习和小组学习的建议，选择室内音乐学费作为合适的背景，以研究通过演奏进行教学的可能性以及这种方法对学生的协作学习和他们对专业学习的影响。音乐社区。每个机构中的两组教职员工和学生自愿参加了该项目并实施了自己的排练时间表。在完成演练曲目的最后表演后，进行了学生焦点小组访谈，两名研究人员针对出现的主题分别对成绩单和成绩单进行了分析，并通过反复讨论对其进行了完善。主要发现包括：在专业环境中与经验丰富的工作人员一起激发学生的灵感，学习合奏演奏的技巧，例如有效的排练技巧，对风格惯例的理解，特定的技术，音乐和协调技巧，更大的实验性，对小组的积极影响讨论，以及更具协作性的气氛。学生发现改变权力角色具有挑战性，因为以教师为主导的方法根深蒂固的态度盛行。该项目表明，通过演奏室内音乐进行教学是通过为学生提供真实的专业经验来发展他们的音乐和社交技能的一种可行方法。