VIRTUAL New Schools of Thought

Abstract

In the field of popular music education there has been a movement towards self-directed learning, which in practice can mean a lack of facilitation and band work that is entirely student directed. Whilst this is many ways a positive direction, it raises questions about inclusion. When students with marginalised perspectives are present, there is a risk that consensus silences minority contributions, to the detriment of the creative collaborative process. This paper reports on a study to examine the impact of a dialogic process introducing critical pedagogy into practical musicianship classes at final year degree level. Classes were underpinned by dialogic principles (Alexander, 2018) to be collective, reciprocal, supportive, cumulative and purposeful. Research examined open discussion problematising collaborative issues, and potential solutions. These were built on classes introducing topics within a critical pedagogy framework around systemic elements to marginalisation within the music industry, considering the wider contexts to challenge perceptions of individual failure. Interviews and questionnaires explored student perceptions of the inclusion of dialogic working within musicianship, and were analysed using reflexive thematic analysis (Braun and Clark, 2022). Themes were developed on openness/process focus, development of self-efficacy through collaborative reflective practice, and the importance of vulnerability and the safer space. Findings also demonstrated the need for educators’ robust reflective practice, a role for facilitation in the development of trust and recommendations from students that group discussion should be part of musicianship work throughout the degree. Diverse learners reported benefits including stress reduction, feelings of inclusion, confidence and enhanced effectiveness of collaborative outputs.