Peer Teaching and Learning in a Nepali Rock Band

Abstract

It has been stated that peer learning can be a continuous part of a learning process and in many contexts it has been used as a strategy in which participants from different ages and levels help each other to learn from each other. Hence, the aim is to develop collaborative learning and cooperation. In this presentation I will explore this phenomenon from the perspective of a Nepali rock band, of which I am a member. Teaching and learning in Nepal can be very stratified. For example, it is common to have a graded status levels in society which builds hierarchies in educational contexts. Moreover, the existing power relations between teachers and students create inequality. Such societal hierarchical boundaries in Nepal are deeply rooted in everyday activities. Consequently, a rock band provides a particularly interesting case for music education in Nepal, suggesting how these broader inequalities in teaching and learning can be addressed.

This presentation investigates peer teaching and learning in one Nepali rock band, and its potentials for providing models for site of formal education. The main features of the study highlight the diversity in musical interactions among band members through formal and informal teaching/learning situations. The data collection included interviews based on the band members’ past and present experiences as musicians and their working methods in the group. The findings suggest that among the important features in peer learning are originality, teaching and learning within the band, individual responsibility and contribution and leadership.The study discloses various circumstances where both formal and informal learning was present. As a conclusion, new ways of musical learning can be developed through combining the features and qualities of both formal settings and informal practices. Among such features are collaborative learning exercises, such as peer review, peer teaching, group interactions and collaborative composing through shared musical ideas which lead to insights in how band members develop shared repertoires of musical communication and understanding . Furthermore, the findings show how individual expertise can benefit the team as a whole. Thus, peer teaching and learning in various ensemble settings where group learning and sharing ideas are more prominent opens new conceptual horizons for music education. In a broader sense, this promotes active learning, reinforces learning by instructing others, and allows greater understanding among each other. In this way, the rock band setting can provide future paths for the wider field of music education.