Exploring Collaborative and Creative Learning Experience Through Playing Ocarina Ensemble in Chinese Public Schools

Exploring Collaborative and Creative Learning Experience Through Playing Ocarina Ensemble in Chinese Public Schools

Danqing Zhou (University of Northern Colorado, USA)
Copyright: © 2019 |Pages: 29
DOI: 10.4018/978-1-5225-8042-3.ch005

Abstract

The current general music class in China, especially in low income communities, does not provide students many opportunities to gain ensemble playing experiences, due to the cost of getting and maintaining various instruments and to the lack of music teachers who know and have experiences of teaching ensembles and the various instruments. According to current teaching pedagogy and learning theories, ensemble playing and collaborative and creative learning experiences are important to students. This chapter presents the value and benefits of group playing, collaborative and creative learning models, and the reasons for choosing ocarina as a media for gaining group playing experiences in Chinese public schools. In the last part of the chapter, some ocarina teaching activities are explored and discussed as examples of how students can learn creatively and collaboratively and gain ensemble playing experiences.
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Values And Benefits Of Collaborative And Creative Learning

Learning based on the number of persons that are involved in the learning process could be categorized into two approaches: interactive learning or social learning, and individual or independent learning. In independent or individual learning, people focus more on self-learning, an acquisition process of obtaining knowledge evolved internally (Illeris, 2017). There is limited interaction with other learners, if any. Although the independent learning will be affected by the social surrounding and context, it is an individual work that starts and is completed by the learner. By contrast, social learning—where people bring different perspectives and expertise to the learning task, share understanding of the problems, negotiate with and challenge each other to reach an agreement, and work collaboratively to gain the knowledge—is characterized as collaborative learning (Daft & Weick, 1984; Miyake, 2011; Miyake & Kirschner, 2006; Roschelle, 1992). Collaborative learning teaches students how to work together, share responsibilities, and solve problems together.

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