Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education

Bibliographic Data

ID21717835
AuthorsAndrea Fernández Barros (0000-0001-5818-439X, Universitat de Lleida, corresponding author), David Duran (0000-0002-0640-3834, Universitat de Lleida), Laia Viladot (0000-0002-4962-141X, Universitat de Lleida)
Year2023
Volume25
Issue2
Pages176-189
Publication date2023-03-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMusic Education Research (JOURNAL)
Journal identifiersISSN: 1461-3808 • E-ISSN: 1469-9893
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14613808.2023.2193210
OpenAlexW4360840147
LanguageEN
Citations received1
References cited29

The aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the pairing of learners in an asymmetric relationship, who learn by teaching and start with a common, known, shared goal and an interaction framework previously structured by the teacher. After presenting a didactic proposal based on peer tutoring for the development of intonation, this research adopted a mixed-method approach to present quantitative improvements in intonation. The analysis of the pairs’ interaction explains these improvements as coming from the framework fostered by the pairs and the opportunities to learn through teaching. It is concluded that peer tutoring is a very effective tool for improving the intonation of string students

Linguistics · Mathematics education · Memorization · Music education · Pedagogy · Peer tutor · Viola · Violin · Collaborative Teaching and Inclusion · Computer Science · Diverse Music Education Insights · Mathematics · Psychology · Reflective Practices in Education

Tools

Open DOIOpen Access