Transfer of learning in choral settings.

Abstract

Effective choral pedagogy should be concerned with more than the next performance. Conductors who hope to enable the efficient development of performance skill must design instruction that induces transfer on a conceptual level. As singers develop meaningful conceptual knowledge, their ability to incorporate new learning into existing knowledge is enhanced. Moreover, conceptual understanding enhances the comprehensibility of new learning tasks. Conductors interested in transfer must implement short and long-term instructional goals designed to develop ensembles whose members can appropriately transfer existing knowledge to future settings.

Even when novice choral ensembles present performances of high artistic merit, singers may not acquire a form of conceptual knowledge that enhances future learning. Conductors who primarily focus on the upcoming concert employ rehearsal instruction that addresses how particular works should be performed. Their singers learn what to do without learning meaningful conceptual knowledge. Because they do not comprehend underlying musical and performance concepts, singers will only relate new musical tasks to existing knowledge when both are identical. New tasks that are similar, but not identical to existing knowledge, will probably not be directly influenced by past learning.

This document examines the process of transfer and recommends an instructional approach with supporting rehearsal strategies that promote transfer of learning in choral settings. After important research findings are reviewed, the document explores transfer from the perspective of cognitive psychology and offers five fundamental principles that facilitate transfer in choral settings. In addition, specific rehearsal strategies that illustrate these transfer principles in two diverse choral settings (a mixed college choir and a mixed community choir) are suggested.