Author’s note: This essay was created and formatted with the help of Dr. Eric J. Lapin.

Music classrooms unite students like no other general education classrooms can. In many school districts, students are placed in a music classroom at a young age to learn a skill outside of their prescribed academic curriculum. These general music courses are the foundation for the remainder of students’ musical careers (Clayton 2001, 6). The learning that happens in these classrooms compounds on itself throughout students’ lives as musical people, even though most will not move on to pursue music as a career. However, it can be difficult for students to conceptualize transfers that can be made from music classrooms to the “real world” when they are not fully immersed in the learning process. The role of an educator in music classrooms is to create an environment where students feel connected while also learning practical skills to live successful lives as musical people. When students decide to continue their musical education as they advance through secondary school and into college, it is often because an educator has instilled in them a passion. After reflection on what made my high school music education so impactful, I realized it was the implementation of experiential learning by my music teachers. Through an examination of experiential learning research and discussion of my personal experiences, I have outlined what I believe are best practices of experiential learning as a student currently engaged with choir classrooms.

Experiential learning is a concept I have found to be essential in my own music education, as I strive to become a better musician in order to teach young musicians in the future. While many definitions exist, in its simplest form experiential learning is “learning by doing” (Chan 2023, 2). Providing students with opportunities to have real world experiences and “combining interactive experiences with reflection… helps students to acquire new skills and information” (Boyd 2021, 43). This type of learning is beneficial to students as it “provides opportunities for students to transition from college to a professional environment, connects education and employment,” and “trains the future workforce” through experiences “including internships, project-based education, and service learning activities” (Johnson et al. 2019, 1). Research also supports the idea that “students are most excited about learning when they are actively involved in the learning process through discussion, group work, hands-on participation, and applying information outside the classroom” (Wurdinger and Carlson 2009, 2). Essentially, allowing students to learn through first-hand experience can produce better outcomes, as “holistic competencies are often best developed within experiential learning” (Chan 2023, 12). Research also indicates the importance of students understanding and appreciating the value of their learning experiences. Students’ perceptions of their own learning are crucial, as “students with more positive attitudes…demonstrate a higher level of engagement in experiential activities” (Chan 2023, 4). Gumm (2004) discovered that students who learned through concrete experiences typically perceived teaching styles as assertive and found themselves conforming to teacher-directed experiences. When music educators understand this, they can more effectively support the needs of their students. According to Benjamins et al. (2021, 170), students “displayed an increased awareness and critical understanding of their sense of self” when reflecting on their experiential learning.

Through my research and personal experiences, I have found that there are many ways to incorporate experiential learning in a choral classroom setting. Travel, leadership in the classroom, and community engagement are three of the most beneficial forms of experiential learning a choral director can implement.

One of the most impactful experiences I have had in my choir career was performing with the Clemson University Singers as we toured cities in England and France. Travel introduces opportunities for bonding, increased recruitment and retention, and learning benefits in and outside of music (Helsel 2019). In my experience, traveling together strengthened relationships among faculty and students, exposed students to different cultures, and showcased appreciation for the arts in other countries. We applied our knowledge of music, social skills, culture, and language to the experiences we had abroad. While traveling internationally may not be in the budget for many school choral programs, simply taking students to perform in outlying communities, traveling to visit and partnering with other choirs in the area, and participating in adjudication festivals are all impactful travel opportunities that are more cost-effective. Traveling to local college campuses can also introduce students to different cultures and musical experiences. Traveling teaches skills through experiences that do not always occur within classroom walls, such as recognizing other cultures while maintaining personal values, thinking for oneself, trusting one’s own judgment, and adapting when plans change.

Another form of experiential learning I have found to be beneficial is allowing students to be leaders in the classroom. Providing students with opportunities to be a section leader, lead a warm-up or short lesson, or conduct gives them a sense of self-confidence and autonomy. While not all students will follow a music-related career path, these opportunities can teach them important transferable qualities such as public speaking, eye contact, responsibility, creativity, and problem solving. Empowering students through experiential opportunities can foster a leadership mentality and, in turn, create confident members of society. Creating student leadership opportunities can also alleviate some small pressures during a busy day of teaching. Teachers often do not realize how small tasks such as passing out music, grabbing a pencil from the office, or picking up copies from the copy room can make students feel like integral parts of the classroom environment.

Last, community engagement experientially teaches students about the importance of being an active community member and how they can have a significant impact on people around them. Examples of this in choirs include community performances, visits to feeder schools, and volunteering as a group. Through these experiences, students see how their art form impacts community members from a wide range of demographics. For example, after enjoying a performance by a visiting choir, residents of a retirement home may feel inspired by the hard work of the youth in their community, while elementary school students may discover a new passion for choral music. These experiences can spread positivity and inspiration through the power of music. Another example is collaborating with other local choirs and performing for each other to receive constructive feedback leading up to major performances. Involving choirs in community engagement experiences can turn young performers into active community members, an integral trait in becoming a successful member of society.

Experiential learning is essential to success in choral education. While not all students will move on to become professional musicians, they will leave their education as musical people. It is up to us as educators to provide experiences and spaces for reflection that will teach them transferable skills for future success.

References

Benjamins, Laura, Sophie Louise Roland, and Kelly Bylica. 2021. “The Complexities of Meaningful Experiential Learning: Exploring Reflective Practice in Music Performance Studies.” International Journal of Music Education 40 (2): 163–76. https://doi.org/10.1177/02557614211043224.

Boyd, Antonio B. 2021. “Youth Leadership Experience Creating Equity and Access for Students of Color.” PhD diss. Northeastern University. https://doi.org/10.17760/D20412712.

Chan, Cecilia Ka Yuk. 2023. Assessment for Experiential Learning. Routledge. https://doi-org.libproxy.clemson.edu/10.4324/9781003018391.

Clayton, Mel. 2001. “Elementary General Music—the Foundation.” Music Educators Journal 88 (2): 6–7.

Gumm, Alan. 2004. “The Effect of Choral Student Learning Style and Motivation for Music on Perception of Music Teaching Style.” Bulletin of the Council for Research in Music Education 159: 11–22. http://www.jstor.org/stable/40319204.

Helsel, Bryan. 2019. “Travel as Experiential Music Education: Considering Impacts on Secondary Band, Orchestra, and Choral Programs.” PhD diss. Kent State University. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556134241478845.

Johnson, Tonya, Tina Vera, Veronica Irvin, and Karen Elliott. 2019. “Engaging College Students in Experiential Learning Opportunities within Extension.” The Journal of Extension 57 (2). https://doi.org/10.34068/joe.57.02.19.

Wurdinger, Scott, and Julie Carlson. 2009. Teaching for Experiential Learning: Five Approaches That Work. Rowman & Littlefield Education.