Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education

The aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the...

Descripción completa

Detalles Bibliográficos
Autores: Fernández-Barros, Andrea, Duran, David, Viladot, Laia
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/466856
Acceso en línea:https://doi.org/10.1080/14613808.2023.2193210
https://hdl.handle.net/10459.1/466856
Access Level:acceso abierto
Palabra clave:Cooperative learning
Intonation
Peer tutoring
String instruments teaching
id ES_09dee9e7bb0a9e0baca1bfb4f5cf574c
oai_identifier_str oai:recercat.cat:10459.1/466856
network_acronym_str ES
network_name_str España
repository_id_str
spelling Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music educationFernández-Barros, AndreaDuran, DavidViladot, LaiaCooperative learningIntonationPeer tutoringString instruments teachingThe aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the pairing of learners in an asymmetric relationship, who learn by teaching and start with a common, known, shared goal and an interaction framework previously structured by the teacher. After presenting a didactic proposal based on peer tutoring for the development of intonation, this research adopted a mixed-method approach to present quantitative improvements in intonation. The analysis of the pairs’ interaction explains these improvements as coming from the framework fostered by the pairs and the opportunities to learn through teaching. It is concluded that peer tutoring is a very effective tool for improving the intonation of string students.Taylor and Francis Group2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionhttps://doi.org/10.1080/14613808.2023.2193210https://hdl.handle.net/10459.1/466856reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a https://doi.org/10.1080/14613808.2023.2193210Music Education Research, 2023, vol. 25, núm. 2, p. 176-189cc-by-nc (c) Taylor and Francis Group, 2023Attribution-NonCommercial 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc/4.0/oai:recercat.cat:10459.1/4668562026-05-29T05:05:01Z
dc.title.none.fl_str_mv Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
spellingShingle Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
Fernández-Barros, Andrea
Cooperative learning
Intonation
Peer tutoring
String instruments teaching
title_short Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_full Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_fullStr Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_full_unstemmed Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
title_sort Peer tutoring as a tool for developing the intonation of violin and viola students in elementary music education
dc.creator.none.fl_str_mv Fernández-Barros, Andrea
Duran, David
Viladot, Laia
author Fernández-Barros, Andrea
author_facet Fernández-Barros, Andrea
Duran, David
Viladot, Laia
author_role author
author2 Duran, David
Viladot, Laia
author2_role author
author
dc.subject.none.fl_str_mv Cooperative learning
Intonation
Peer tutoring
String instruments teaching
topic Cooperative learning
Intonation
Peer tutoring
String instruments teaching
description The aim of this study was to investigate the potential and limitations of peer tutoring in the development of the intonation of violin and viola students in elementary music education. Researchers have found that peer tutoring is a highly beneficial learning strategy. Peer tutoring is defined as the pairing of learners in an asymmetric relationship, who learn by teaching and start with a common, known, shared goal and an interaction framework previously structured by the teacher. After presenting a didactic proposal based on peer tutoring for the development of intonation, this research adopted a mixed-method approach to present quantitative improvements in intonation. The analysis of the pairs’ interaction explains these improvements as coming from the framework fostered by the pairs and the opportunities to learn through teaching. It is concluded that peer tutoring is a very effective tool for improving the intonation of string students.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1080/14613808.2023.2193210
https://hdl.handle.net/10459.1/466856
url https://doi.org/10.1080/14613808.2023.2193210
https://hdl.handle.net/10459.1/466856
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a https://doi.org/10.1080/14613808.2023.2193210
Music Education Research, 2023, vol. 25, núm. 2, p. 176-189
dc.rights.none.fl_str_mv cc-by-nc (c) Taylor and Francis Group, 2023
Attribution-NonCommercial 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc/4.0/
rights_invalid_str_mv cc-by-nc (c) Taylor and Francis Group, 2023
Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Taylor and Francis Group
publisher.none.fl_str_mv Taylor and Francis Group
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869403131086897152
score 15,81155

Similares en LA Referencia