Developing Trust and Empathy Through Peer Mentoring in the Music Classroom

Abstract

Abstract The pedagogical practice of peer mentoring provides opportunities for students to share their knowledge and experiences in conjunction with the music teacher. Sharing in the learning process during peer mentoring can lead toward developing two salient components of compassionate music teaching: trust and empathy. A learning environment based in trust and empathy may create the foundation for caring relationships in which students and the music teacher co-create learning spaces toward establishing a community of learning. But the potential exists for hierarchies to develop during peer mentoring, where a select group of students may co-create goals with the music teacher. This presents a potential conflict when establishing trust and empathy among all students, for institutional norms may be reified in that students from dominant white populations may control the narrative of learning in the music classroom. It is vital for the music teacher to play a highly active role in ensuring that all students engage in peer mentoring and the co-creation of learning goals. Throughout these processes, then, trust and empathy take on a more substantial role toward establishing a community of learning based in compassionate music teaching where all students feel welcome in the music classroom.