Peer learning in the music studio

Abstract

This paper sets out the findings of a pilot study for implementing a peer tutoring scheme within the recording studio. It examines peer learning in different contexts and relates this to recording studio practice. It outlines the current problems students face during out-of-hours access to the recording studios and suggests that the implementation of a peer tutoring scheme could provide a valuable support tool for staff and students. A purposive sample of twelve students (nine first-year and three third-year undergraduates), were selected after a preliminary studio test in which the data were ranked. The participants were subsequently divided into three mentoring groups, each containing three first-year students accompanied by one third-year student who acted as a peer tutor. This study identifies how peer learning may help foster collaborative learning and what issues arise for those involved. It also investigates the dynamics between a student mentor (tutor) and student peer (tutee), and provides signposts for a follow-up study.