Collaborating in the Music Room: Four Steps to Success

The idealized image of students eagerly sitting down in small groups to create a product, to solve a problem, or to analyze content is tantalizing, but the actual experience of directing this kind of learning can leave you feeling overwhelmed and discouraged. I know because I was one of those frustrated young teachers! Over the years, I adopted a four-step plan which maximized the educational impact and minimized the emotional toll of student collaboration days. My students developed ownership of these routines, and collaboration eventually became an expected and normal activity in music.

Step One: Set the Stage

Make collaboration routine. Schedule a set number of projects per year (perhaps two projects for grades K–2 and four for grades 3–5). Adhering to a routine increases the likelihood that you will implement collaborative learning projects. By practicing collaboration on a regular basis, your students will improve their skills in working with others. Establish classroom expectations with the large group before creating small group assignments. Establish a feeling of normalcy in music class by playing interactive large group singing games. Monitor and redirect student behavior in these settings to establish your standards for classroom etiquette. Let students know that everyone will participate in every music activity. You will know your students are ready to work in small, independent groups when they can self-direct their contributions to a large-group activity. Use collaboration time to practice skills, not to learn new material. Allow students to master content knowledge such as rhythm reading, in-tune singing, or appropriate vocabulary before expecting them to demonstrate the social-emotional knowledge required to manage group collaboration.

Step Two: Define the Experience

Provide clear directions and grading requirements in writing. Providing clear, simple-to-understand guidelines for an activity lessens the chance of disagreements over expected behaviors and work requirements. Posting the grading requirements also allows students to work more independently. I noticed that my students asked for less help from me when they learned my first response was always, “What does the guide say you should do?” Eventually, they learned to look at the written directions first to answer their own questions. Allow students to ask questions in a large-group setting before moving into small groups. To avoid answering the same question again and again during work time, dedicate some large-group time to addressing questions related to the assignment. Use this time to let students know you have confidence in their abilities to create new and wonderful things. Establish a routine for dividing into small groups. Determine a system that works best for each class and for your teaching style. Whether students work in assigned groups or come together in impromptu groups, they should be able to predict how they will form their groups and where in the room they are expected to work.

Step Three: Monitor the Experience

Be the presence your students need. As students gather in their small groups, be proactive in assessing their needs. Focus on their work throughout the session. As you walk around the room, offer positive feedback and suggest improvements, even if your opinion is not sought. Work time is the perfect time to engage in quick, informal interactions. Assign a “group work” grade for each student, noting on-task behaviors and individual contributions to group progress.

Step Four: Showcase Accomplishments

Schedule a time for each small group to perform for the class. Whether collaboration leads to an instrumental performance, the creation of a new piece, or a dance performance, set aside enough class time to allow each group to share their musical product with their peers. Encourage the class to applaud performances and ask questions about a group’s choices. Lead by example. Ask open-ended questions and offer constructive feedback.

Assign performance grades immediately. Record grades as soon as each group finishes its showcase appearance. Utilize your report card scoring system to allow you to quickly characterize performances. Grading categories will vary, depending on the assignment, but students should be graded both individually and as a group. For example:

Choreograph “Four White Horses” for four performers; movements should highlight 8-beat phrases.

My favorite payoff of student collaboration is hearing a timid knock at my door during lunch. “Mrs. Friar? Our group has been practicing during recess. Can we show you our latest idea?” With thoughtful planning and establishment of routines, collaborative learning has the potential to energize students, inform future teaching, and provide memorable shared experiences.