Just in Time Music Education Mentoring Network

While music teachers naturally focus on student–teacher dynamics, the peer relationships between students are just as vital. In a healthy ensemble, students not only play together — they connect together.

Why Peer Relationships Matter

Strong peer relationships foster:

• More unified musical interpretation
• Clearer communication
• Increased trust and accountability
• A more joyful and supportive learning environment

When students feel responsible to one another, the entire ensemble grows.

Encourage Ensemble Identity

A shared identity helps students feel that they are part of something larger than themselves. Try incorporating:

• Group mottos
  (“We listen. We lead. We lift each other up.”)
• Simple rituals
  A unified warm-up, a pre-concert affirmation, or a shared breathing exercise.
• Section identities
  Small, healthy traditions like section nicknames or rotating section captains.

Example:
At the beginning of each week, invite sections to set a one-sentence “section intention” — blend, articulation clarity, supportive listening. This builds ownership and unity.

Use Sectionals as Relationship Builders

Sectionals offer a natural space for student-led collaboration. Increase interaction and ownership by assigning rotating micro-roles such as:

Warm-Up Leader – selects one skill to focus on

Balance Checker – listens for blend and gives one adjustment

Rhythm Captain – leads two measures of counting/clapping

Recorder/Reporter – summarizes progress to the full ensemble

Practical Example:
Give each sectional 3 minutes to improve one musical element (e.g., staggered breathing, articulation precision). At the end, ask them to share one strategy they used. This encourages teamwork and reflection.

Model and Teach Collaborative Skills

Collaborative skills are not a given. You, as the teacher, have to be engaged in helping your students learn how to be collaborative. Teach how to give musical feedback respectfully. Demonstrate and help them practice how to listen and adjust. Work on how to problem-solve as a team.

1. Teach Respectful Feedback

Use light scaffolds such as:

Glow & Grow (Dr. Kim Barclift)

Glow: Something that went well

Grow: Something to improve

I Notice / I Wonder / I Value (Harvard Project Zero)

I value…a musical choice or effort

I notice… a specific musical detail

I wonder… how we might adjust

2. Practice Listening & Adjustment

Try pairing students for “micro-adjustment rounds”:

1. Play 2 bars together.
2. Partner A gives one Glow/Grow.
3. Play again and adjust.
4. Switch roles.

This keeps feedback musical, actionable, and safe.

3. Teach Problem-Solving Strategies

Model scripts such as:

• “Let’s isolate that measure.”
• “Can we slow this down and count-sing it?”
• “What would make this phrase more unified?”

These teach students how to think collaboratively, not just what to fix.

Build in Joy and Play

Many of us fell in love with music by making it with friends — joy is part of musicianship.

Here are easy activities to strengthen connection:

• Call-and-Response Creativity Burst
  Students create short rhythmic or melodic patterns.
• One-Minute Shoutouts
  Students recognize peers who showed leadership or kindness.
• Musical Name Game (for beginners)
  Students improvise a short motive based on their name — great for community building.

These moments reinforce belonging and positive musical identity.

Recommended Reading for Music Teachers

*Music Education and Social Emotional Learning,” Scott Edgar, GIA publications. Provides the reader with strong guidance on relational teaching, community-building, and peer engagement.

*Musicking: The Meanings of Performing and Listening,” Christopher Small, Wesleyan University Press. This is a foundational text on the social meaning of making music together.

*Music, Informal Learning and the School: An Informal Pedagogy” Lucy Green, Ashgate (Taylor & Francis publications).An exceptional read to understand peer-driven learning and small-group dynamics.

“Harvard Project Zero – Visible Thinking Routines.” https://pz.harvard.edu/thinking-routines this link provides classroom-ready approaches for reflection, feedback, and collaborative learning.

“Teaching Music with Purpose,” Peter Boonshaft, GIA Publications. If you haven’t heard him give a talk, please use the link below. This is a great practical book giving advice and uplifitng insights into building ensemble culture and community in your classroom. https://youtu.be/K5Jfe9a_ybA?si=li7dMqR1_FXxGbgD

“In a strong ensemble, students feel not just responsible to the music, but responsible to each other.” What have you found that is working in your classroom today?