Developing one-to-one contemporary trumpet teaching strategies through peer observation and collaborative reflection

Paul Williamson, Eugene Ball, Emily Wilson

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)


Generally, one-to-one music lessons in tertiary settings are delivered by practicing professional musicians. While contemporary musicians draw upon a broad foundation of musical skills, they tend to develop highly specialized skills in a narrow area of performance. This may not be ideal for the one-to-one teaching studio, a situation that calls for a broad repertoire of teaching strategies tailored to individual student needs. This tension is exacerbated, as one-to-one tertiary performer-teachers are often employed on a sessional basis, and as such are offered limited opportunity to receive feedback or professional learning related to their one-to-one teaching practice. This article presents findings from a pilot study employing a peer observation and collaborative reflection approach to professional learning conducted by two contemporary trumpet performer-teachers. Similarities and differences between teaching strategies were identified in order to develop a broader range of teaching strategies that the participants might draw on in the future. In turn, the efficacy of a peer observation and collaborative reflection approach to professional learning for the participants is discussed.
Original languageEnglish
Pages (from-to)622-635
Number of pages14
JournalInternational Journal of Music Education
Issue number4
Publication statusPublished - 2019


  • Collaborative reflection
  • music teaching strategies
  • musical skills
  • one-to-one teaching
  • peer observation
  • trumpet

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