There seems little reported about group-based rehearsals of popular music and the peer learning opportunities that might arise from this activity. Although there are an increasing number of studies exploring approaches to the assessment of musical ensembles, these often focus on performance rather than rehearsing and, typically, do not specifically address popular music courses (Hunter, 2006)

Pulman, Mark

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University of Huddersfield RepositoryPulman, MarkRehearsing popular music: Exploring opportunities for supporting learning in the pop/rock bandOriginal CitationPulman, Mark (2009) Rehearsing popular music: Exploring opportunities for supporting learning in the pop/rock band. Palatine.This version is available at http://eprints.hud.ac.uk/9182/The University Repository is a digital collection of the research output of theUniversity, available on Open Access. Copyright and Moral Rights for the itemson this site are retained by the individual author and/or other copyright owners.Users may access full items free of charge; copies of full text items generallycan be reproduced, displayed or performed and given to third parties in anyformat or medium for personal research or study, educational or not-for-profitpurposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and• The content is not changed in any way.For more information, including our policy and submission procedure, pleasecontact the Repository Team at: E.mailbox@hud.ac.uk.http://eprints.hud.ac.uk/PALATINE[pic]Rehearsing popular music: Exploring opportunities for supporting learning in the pop/rockbandDr Mark Pulman, Senior Lecturer in Popular Music, University Campus Barnsley, University ofHuddersfieldStart date: 1/10/2009There seems little reported about group-based rehearsals of popular music and the peer learningopportunities that might arise from this activity. Although there are an increasing number ofstudies exploring approaches to the assessment of musical ensembles, these often focus onperformance rather than rehearsing and, typically, do not specifically address popular musiccourses (Hunter, 2006). Indeed, Lebler (2008) describes popular music as being usually learned inthe broader community as a self-directed activity, sometimes including interactions with peers andgroup activities, but rarely under the direction of an expert mentor/teacher. The role of the tutor, infacilitating learning opportunities that may be available for students working in popular musicgenres within a band rehearsal context, can be quite different to that required for rehearsingrepertoire which might be described as being drawn from western art music traditions.  If so, andgiven the apparent lack of literature on, and pedagogical resources for, band rehearsing of popularmusic (Lebler, 2007) within the HE curriculum, the aim of this project is to provide a contributiontowards filling that gap.It is possible to identify a number of starting points, arising from the context of band rehearsing,that lead to activities and opportunities for supporting peer learning. One of these may involveestablishing the assessment criteria relevant to the rehearsing. Engaging individuals and theirbands in the activity of formulating their own rehearsing assessment criteria also raises questionsabout how the tutor might best facilitate this process.Another starting point might involve an exploration of the learning opportunities arising from theinteraction between individual members of pop/rock bands as they participate in the complex ‘life-world’ of the rehearsal. Exley & Dennick (2004) propose that the ‘optimum size’ for small groupteaching ‘is between 5 and 8 per group’ (p.2), which is also, happily, the typical size of a pop/rockband line up (vocalist, drummer, bass, keys, and two guitarists, for example). Bringing with it avariety of musical and rehearsal experiences, the pop/rock band-rehearsing context clearlysuggests opportunities for supporting peer learning. Not only, for example, might band memberslearn from each other, but individuals, additionally, may also learn much about themselves fromthis participatory experience. Indeed, Bryan (2006) suggests that, within group work, studentsmight develop and acquire important collaborative skills such as communication, negotiation, self-initiative, resourcefulness and conflict management – all highly relevant and useful qualities forworking in bands. If so, how best might a tutor facilitate the support of these qualities in this peerlearning popular music rehearsal context? This is the focus of the project.Theoretical/conceptual frameworkThis project is situated within social constructivist pedagogy (Vygotsky, 1976; Bruner, 1986;Guba & Lincoln, 1994). Learning and acquiring knowledge is created in the participatorysocial activity of band rehearsing. The learning context arises from small group activitiesthat are characterised by social and interpersonal communication. Individuals may developan awareness and knowledge of themselves and of their band members (involving, forexample, their attributes, skills, interpersonal communication, etc) through bandrehearsing. In short, band members ‘learn by doing’ through their engagement in the sociallearning setting that characterises pop/rock group music making. Tutors, similarlydevelop/create awareness and knowledge of themselves, as well as each band member,arising from their involvement and interaction in the rehearsal.ReferencesBruner, J. (1986) Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.Bryan, C. (2006) Developing Group Learning Through Assessment. In Bryan, C. and Clegg, K.(eds) Innovative Assessment in Higher Education. London: Routledge, Taylor and Francis GroupLtd.Exley, K. and Dennick, R. (2004) Small group teaching. Abingdon: Routledge Falmer.Guba, E. and Lincoln, Y. (1994) Competing paradigms in qualitative research. In Denzin, N. andLincoln, Y. (eds.) Handbook of Qualitative Research, Thousand Oaks, Ca: Sage.Hunter, D. (2006) Assessing collaborative learning.  British Journal of Music Education 23/1: 75-89.Lebler, D (2008). Popular music pedagogy: peer-learning in practice. Music Education Research,Volume 10, Issue 2 June 2008 , pages 193 - 213Lebler, D. (2007). Student-as-master? Reflections on a learning innovation in popular musicpedagogy. International Journal of Music Education, 25(3), 205–221. Vygotsky, L. (1976) Mind in Society. Cambridge, USA: Harvard University Press.Expected outcomesResource bank and booklet (PDF), video (Quicktime).PALATINE is part of the Subject Network of the Higher Education AcademyPALATINE, The Great Hall, Lancaster University, Lancaster LA1 4YWt: +44 (0)1524 592614 (Barbara Hargreaves) | palatine@lancaster.ac.uk

Actual Minds, Possible Worlds.

Assessing collaborative learning.

Competing paradigms in qualitative research.

Mind in Society.

part of the Subject Network of the Higher Education Academy PALATINE, The Great Hall,

Popular music pedagogy: peer-learning in practice. Music Education Research,

Small group teaching.

Rehearsing popular music: Exploring opportunities for supporting learning in the pop/rock band

Rehearsing popular music: Exploring opportunities for supporting learning in the pop/rock band

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