The Benefits of a Student Led Chamber Ensemble Experience

Each year in our district we are fortunate to host an annual solo and ensemble festival sponsored by the American String Teachers Association (A.S.T.A). Grades six through twelve participate in the festival on two separate days. One for students in grades 6 and 7 and another day for students in grades 8 through 12. Both festivals are a large undertaking for myself and my fellow string colleagues, but the benefits of a chamber music experience for students is immeasurable. Providing students with the opportunity to perfect a piece in a chamber music context challenges them and calls them to take total ownership of the music. It is the ultimate in cooperative learning and draws upon and directly applies their musical knowledge in new and profound ways.

To give some context, I lead a middle level orchestra in a program where students receive in class string instruction every day and a pull out small group lesson each week. In preparation for our annual festival, I assemble students into small chamber groups roughly two months in advance of the festival dates. Ideally, when forming the instrumentation for each group, I strive for a traditional string quartet of two violins, viola, and cello. However, due to the number of students in the program and time constraints, this often isn’t possible. With that in mind, I do the best I can assembling groups of a few violins, viola, and a bass instrument (whether it’s a cellist or a double bassist depends). Student groups are assembled with varying musical levels all in the same group. The idea is that all of the students will grow, work together, and learn from one another throughout the process of perfecting their piece. Once the students are in their chamber ensembles, I will plan the music for each group. When planning each groups piece I think about the concepts I want the students to be developing as well as each of the students and the groups overall strengths and weaknesses. In some instances, I may give a group a few pieces to sight read to see which piece fits them the best and what they may enjoy working on.

The students then prepare their chamber ensemble pieces in their small group lesson and during class time over the course of those two months or so. When working in their festival groups during class time I may have three groups in the room, one in the locker room, a group in the hallway, and one in the office or practice room! It looks like a lot of chaos upon first observation, but at a closer look the room is a place where the students are taking ownership of their music making and taking the task of perfecting a piece seriously with great dedication!

A Myriad of Benefits: Student Led, Student Centered, and the Ultimate in Cooperative Learning

Organizing students to work in chamber ensembles offers a myriad of benefits of which I’ve noted over the years and worth considering. The first is that chamber ensembles are student led, student directed, and student centered. They are examples of what it looks like when students take full ownership of their learning and music making. Much like the dynamic between a coach and his or her players, the teacher in this role is more of a guide providing the students with feedback and new ideas on how to make the piece even better. The students learn how to work without a conductor and lead themselves and often work totally independent of any teacher guidance. Students discuss, try out ideas, provide feedback to one another, and work to perfect their pieces.

Organizing students to perform in a small chamber group is, in my mind, the ultimate in cooperative learning. As educators we are striving to develop students and human beings who can work together in a group, think critically, problem solve, and work toward a common goal. Students do just that when working in a chamber ensemble. The students assess what challenges they are having, they problem solve and decide how to work out those challenges, and as a result make progress as a group. There is accountability between each member of the group and by and large the students take the learning of the music seriously! Opportunities for students to perform in a chamber ensemble allows students the chance to be leaders and facilitators of the learning rather than the teacher.

Profound Application of Knowledge

Allowing students to work within a chamber ensemble context provides them with the opportunity to directly apply their knowledge of music. During class, lessons, rehearsals we are always working on the fundamentals of music – pitch, rhythm, intonation, tone, dynamics, articulation, balance, blend, listening skills, and on and on. Students must directly and tangibly apply their knowledge without the help of a teacher and must work with their fellow chamber musicians to hone and perfect the expressive elements of a piece of music. Each individual is responsible for playing the correct rhythms, for knowing their pitch notes, for playing with dynamics, and so on. There is no one to fall back on in a chamber group. The students realize this and work hard because they want to be proud of their music.

Teaching Communication

Students are also able to explore the subtle ways in which chamber musicians communicate – through body language, breathing, eye contact. Without a conductor the students must learn to work together and perform together in a new way. One exercise I will do is have each student take turns starting the piece by giving a breath, head nod, bow lift, or some combination of those things. At first they are uncomfortable, but they get used to the process and feel empowered by it as they work on their pieces. I work to get the students breathing together, looking at one another, and communicating while they are playing. It’s challenging for them, but a chamber music experience allows them the opportunity to explore these subtle nuances of playing.

Try It

Even if it’s just for a short time – a few lessons during class or a week long period – organizing students to perform in small group chamber ensembles can help inspire and give new life to you and your students. Students are motivated and challenged to lead, think critically, problem solve, apply their musical knowledge, work cooperatively, and cultivate so many areas of their musicianship during the time they are preparing their pieces.

What other benefits to having students perform in a chamber ensemble have you and your students experienced?