Learning from Teaching: Benefits of Peer Tutoring in Group Piano Class

The purpose of this study was to investigate the effects of peer tutoring on learning accomplishments and feelings of achievement in both tutors and tutees in college-level group piano classes. It also examined the differences between individual and dyad practice at the piano. Data collected from individual practice sessions (e.g., total practice time, practice approaches, control of tempo, error correction, performance expression, etc.), paired practice sessions with assigned tutors and tutees (e.g., total practice time, practice approaches, control of tempo, error correction, performance expression, etc.), final performances (e.g., quality determined by two judges), and self-reports of enjoyment and accomplishment were used to examine how the interactions between peer tutor and peer tutee and effective practice strategies prior to joint practice can have a positive impact on productivity. The discussion will focus on how group piano teachers may better utilize peer tutoring intervention to benefit students’ practice and learning.