Group cooperation, inclusion and disaffected pupils: some responses to informal learning in the music classroom

Written version of RIME paper (GCID) for MER, Exeter 2007

-Hana: One, two, three, BEEEEEP!

General noise from talk, CD recording and instruments.

-Hana: Everyone! Ssshhh! Ssshhh! Ssshhh, ssshhh, ssshhh, ssshhh, ssshhh!
(Noise quietens.) Right Jenny, Jenny, to start opening, to start the music once,
Jade, what I think you should do, is go ‘one, two, three, four’, and then start,
and then it goes, two counts in, and then-

-Jenny: Yeah, but we need somebody to come in at the beginning.

-Liz: Have you got a battery in your bag?

-Hana: all you lot just be quiet, until it gets to look (inaudible). I’ll count, I’ll
count (inaudible, various voices and music.)

-Kimberley: (Into the microphone) I’ll just go, (Hana is still giving
instructions in background.) ‘one, two, three, four, five, six, seven, eight’ -
everyone. Yeah? So you do (inaudible) at the beginning, and then it can go, it
can go, yeah, with the help of (inaudible). And then I’ll go ‘one, two, three,
four, five, six, seven, eight’ and everyone comes in.

Music begins then stops.

-Hana: Right, everyone ready? So you lot sshh, just be quiet for this first bit
and then I’ll count you in, yeah? Yeah, is everyone ready?

-Jenny: Shall I go?

-Hana: OK, sshh.

-Jade: Are we gonna need this?

-Hana: No, no, that’s fine. Right, one, two, three, go.
CD starts and Kimberley sings.

Teachers’ views of group cooperation

As I mentioned earlier, in interviews the teachers strongly agreed that group
cooperation had been high. They also said that group learning, peer-directed learning
and leadership had been more evident and more effective than they had seen before,
or had anticipated. As just one, out of many possible examples:

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