Cooperative teaching-learning strategies in group guitar instruction for student teachers

Abstract

This article examines the impact of cooperative teaching and learning techniques on achievement, anxiety and practise time. The purpose of this article is to improve teaching and learning guitar playing skills in large groups of early childhood education students with no prior music knowledge and skills. Based on qualitative and quantitative data, it was found that, when more time was spent on practising cooperatively, students were less anxious and, as a result, their musical performances were of a higher standard. Therefore, the author argues that teaching guitar in large groups could be made more effective by the incorporation of cooperative learning principles. OPSOMMING: Hierdie artikel ondersoek die impak van koöperatiewe onderrig- en leertegnieke op prestasie, angs en oefentyd. Die doel van hierdie artikel is om koöperatiewe leer te ondersoek as ‘n manier om die onderrig en leer van kitaarvaardighede in groot groepe vroeë kindertyd-onderwysstudente, sonder enige voorkennis of vaardighede in musiek, te verbeter. Op grond van kwalitatiewe en kwantitatiewe data is bevind dat wanneer meer tyd spandeer word om koöperatief te oefen, die studente minder angstig was en as gevolg hiervan was hulle musikale uitvoering van ‘n hoër standaard. Daarom argumenteer die outeur dat kitaaronderrig in groot groepe meer effektief gemaak kan word wanneer koöperatiewe leerbeginsels geïnkorporeer word.