Learning Collectively in a South African High School Choir Community of Musical Practice through Dalcroze-Inspired Activities

Abstract

The purpose of this case study was to explore the extent to which Dalcroze-inspired activities can facilitate collective learning in a choir as a community of musical practice (CoMP). The research intervention was conducted in a newly formed multi-ethnic high school choir in Germiston, Gauteng, South Africa. Data sources included in-depth semi-structured interviews, researcher field notes of rehearsals and concerts, video recordings of weekly rehearsals, as well as lesson plans developed for each rehearsal. The data was analysed within the conceptual framework of the social theory of collective learning as developed by Wenger (1998) and expanded by Murillo's (2011) conceptualisation of: (1) engagement in practice (learning as doing); (2) a community of musical practice (learning as belonging); (3) construction of personal identity (learning as becoming); and (4) negotiation of meaning (learning as experiencing). The findings expanded the theoretical framework of collective learning. It was found that Dalcroze-inspired activities nurture collective learning and form an essential part of choristers’ feelings of belonging in a choir as a CoMP.