A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 32

Co-operative Learning Structure in Group Music Composition

that good initially, she felt that it was the most suitable role
for him and even made effort to coach him. She showed
the greatest initiative compared to other group leaders as
she was decisive in how they were to proceed to complete
the task. For example, she told her group members that
they should change the melody first before changing the
lyrics of the song as she felt the melody was more difficult
to work on compared to the lyrics.
Another interesting observation from both groups was that
both group leaders were more assertive than the assistant
group leaders. Yet, the assistant group leaders, Student B
and Student G, were the most musical in their respective
group. Even at the last lesson, Student E commented, “We
worked well together but without Student G, we won’t be
able to work together. She was guiding us.” Similarly, in
Group 1, Student B was the group “conductor” as she
always guided the group in practising the piece.
Although the group leaders seemed to be quite assertive, I
found that they were also encouraging. Student E spurred
her group on at the last practice before the performance,
“Two more minutes to practise. Look at the clock. When
we start, only one minute left. Just do, just do it.” Student
G also repeatedly told Student H and Student I, who were
sometimes detached and easily distracted, “Just try lah!”

Limitations and Recommendations

One limitation of the study was the short time frame in
conducting the activities. The short duration was further
compounded by the lack of continuity in the music lessons
due to disruption in between weeks by public holidays
and school events. Thus, the time lapse between lessons
meant that some students might have forgotten what they
had done in the previous lesson.

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