Challenges facing adolescent string chamber musicians in implementing a student-directed style of learning

Abstract

This study was designed to examine the self-directed learning strategies used by adolescent string quartets in their daily student-led rehearsals. The researcher created two worksheets to help facilitate self-directed learning and efficient rehearsal structure based on the work of Berg (2008), and the action research done by Mark and Ingrid Kovacs (Kovacs & Kovacs, 2014). One of these worksheets was a template for students to fill out in their rehearsals as a group detailing their plan and goals for that day's rehearsal. The other worksheet was a list of possible strategies and techniques they could refer to during daily rehearsals. Sixteen students ranging from ages thirteen to eighteen participated in the study while attending the Indiana University Summer String Academy. The researcher filmed their daily student-led rehearsals and conducted interviews with each student individually at the conclusion of the camp to assess their personal opinions about their chamber music experiences.

Video and rehearsal analysis pointed to several themes the students encountered when trying to achieve daily productive rehearsals. The majority of students reported that, when they remembered to use the worksheets provided, they found their rehearsals to be more productive. However, only three out of the four participating quartets ever remembered to use the worksheets and only one quartet used them somewhat consistently. Additionally, many other aspects of being in a student string quartet affected the productivity of the daily rehearsals of the students. The most prevalent themes observed by the researcher included the status of the interpersonal relationships between the quartet members, whether or not the quartet had any plans for time management if they were not using the planning worksheet that day, and the level of commitment each student felt towards their chamber group.