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date: 27 June 2019

Abstract and Keywords

In this chapter, the authors focus on pedagogies, such as the theories of Lev Vygotsky and the active learning concepts of John Dewey, that contribute to the making of meaning, and the acquisition of meaningfulness by proposing a sociotransformative approach to choral pedagogy in the teaching of the expert chorister. Based on constructivist learning theories, and applying reciprocal teaching, this perspective centers on the conductor’s influence as they design opportunities for dialogic conversation, authentic activity, metacognition, and reflexivity. When skillfully integrated into the fabric of the choral rehearsal/performance continuum, the pedagogy brokers singers into a community of practice. The rehearsal scaffolds and schema foster competency, personal and musical agency, identity, and critical consciousness among the singers. This ensures that the performance is more than the singing of pitches with accurate rhythms, dynamics, and intonation, and embodies both cognitive and affective responses to the music and the music making.

Keywords: constructivism, metacognition, reciprocal teaching, Vygotsky, chorister, John Dewey, active learning

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