An Exploration of Three Peer Tutoring Cases in the School Orchestra Program

Abstract

Abstract The purpose of this multiple case study was to explore the choices, thought processes, and evidence of knowledge construction of high school string players in their role as peer tutors. Three high school students served as participants and were observed and video-recorded while teaching private lessons to sixth grade students from within their district’s orchestra program. Lesson data were supplemented by pre- and postlesson interviews with, and written reflections by, each of the participants. After a cross-case analysis of the data, four themes emerged: (a) choices from experiences, (b) reorganization and communication, (c) enjoyment and value, and (d) perception of roles. Interviews with the participants suggested that the act of teaching younger peers might contribute to an increased motivational interest for learning on the part of the tutors. Student-centered learning experiences such as peer tutoring may also foster an increased sense of ownership, both of the music program in which the tutors participate and of the tutors’ own learning. Findings supported the results of prior studies in the areas of communication, responsibility, altruism, selfconfidence, self-efficacy, and other cognitive-affective aspects of tutoring. Implications for informing music education practice, and suggestions for further research into peer teaching and learning in the music classroom, are offered.