Participants
8 of students who participated in the LearningLAB program were researched as a group as well as individual case studies.
Public Event: LearningLAB – helping young musicians learn how to learn
This event was held on 12th January 2025 and included a presentation of the LearningLAB program, workshops and a discussion with pedagogy experts, teachers and coaches about what is important for young music students.
Procedure & timeline
From August 2023-July 2024, group meetings took place and were documented, students, teachers and coaches made entries on the student logbooks and coaches filled out an observation sheet for each student.
In June 2024 some of the teachers were interviewed to find out their reactions to and interactions with the program
In July 2024 students filled out a questionnaire about their experience with the program.
In November 2024, the LearningLAB Team – Irma Kort, Susan Williams and Anna Daalmeijer, visited Chethams School of Music in Manchester to observe how their school was run, conduct interviews and share insights with the coaches, students and management.
In January 2025, a pulbic event was carried out on the topic of Helping Young Musicians Learn how to Learn
In February 2025, the head of Young KC Annick van Gennep was interviewed to find out her views on the efficacy of the program.
Aim of the Research
LearningLAB is a new module for the Jong KC department to help enhance meta-learning; helping young musicians learn about learning. This research proposes to look at the efficacy of the program – for students, their parents and their instrumental/vocal teachers. The aim of the program is to improve the students’ quality of learning, specifically:
- Less stress related to their learning process
- Increased motivation
- Increased self-efficacy
- Increased self-confidence
- More effective and efficient ways of practicing
- Improved self-regulation and time management
- More enjoyment in practicing
- An enhanced connection between student-teacher-parent-coach
- How will the LearningLAB program effect students’ motivation, practice behavior and self- regulation skills?
- How will the LearningLAB program effect collective teacher efficacy and processes of professional development?
- How will the LearningLAB effect the relationship between management and teachers?
- How can we connect teachers to the idea of learning/coaching practicing?
Materials
- Qualitative data was collected using the following materials and measures:
- Student questionnaire (at the end of the first year of LearningLAB)
- Teacher Interviews
- Student logbooks
- Coach observation sheets
- Documentation of the group meetings
- Coach report
- Interview with the head of Young KC: Annick van Gennip
Comparison with and insights from another ‘young talent’ school
A visit to the Chethams School of Music in Manchester was made to investigate the organisation, challenges and insights from a school with similar aims to the YoungKC.
How can we best implement a program to help young musicians to learn how to practice effectively and efficiently, organize their time and energy and understand how to be healthy and fit for learning?
Methodology
By means of surveys, interviews and documentation of the LearningLAB, data was collected to see the effects of the program on the following variables:
Variables
- Motivation
- Proficiency
- Autonomy
- Relatedness
- Mindset
- Self-efficacy
- Self-regulation
- Focus
- Enjoyment
Observations audition preparation program
Students in their final year at the youngKC have different learning needs. With the program we observed what needs there are, what blind spots are in audition preparation and we were looking for the best ways to facilitate a preparatory proces here. All students were admitted in conservatoires of their choice. From this pilot we developed an audition and competition preparation program, that emphasizes the learning process and reflects on goals and learned objectives.
YMTE presentation November 2023
In November 2023 we presented the LearningLAB program to the wider community of international schools focussing on young musicians. The aim was to share the set-up and content of the program and receive feedback from these experts.
From this presentation we connected to schools in Manchester and Dresden. We helped set-up a logbook for a summercourse in Dresden and we visited Chetham's school of music in Manchester.
Student questionnaires July 2024
6 students partipated in the questionaires. They all participated actively in the program.
Questiones were asked to get more insight in:
- Participation
- Practicing
- Well-being
- The students' perspective on LearningLAB
- LearningLAB subjects and perceived development
Teacher interviews June 2024
15 teachers who taught one or more of the students who were actively involved in the LearningLAB program were asked to do a 15-minute online interview. 7 teachers responded. The aims of the interviews were:
1. To see how teachers perceive:
o Motivation & characteristic of a ‘good learner’
o ‘Good practice’
o Students’ wellbeing
2. To find out how the teachers connect with LearningLAB
3. To find out the teachers’ opinions about the effectiveness of LearningLAB
Observation in Collective Teacher Efficacy within the YoungKC
This observation describes how CTE is an integral part of the program from the development, implementation and up untill the current situation.
EVENT: HELPING YOUNG MUSICIANS LEARN HOW TO LEARN
On the 12th January 2025 the LearningLAB research team organised an day-long event to engage teachers of young musicians to share ideas about what is important for our students’ learning process. The event comprised of workshops, presentations and discussions and ended with an open discussion inviting participants to discuss what is important for young musicians and how we can best facilitate their learning. The core team of the LearningLAB presented the program, coaches spoke about their experiences and two master students from The Musician-Educator program presented their research on creative group learning environments.
Around 30 people attended, including teachers from the Royal conservatoire and YoungKC, master students and teachers from around Holland who have their own private teaching practices. The head of Music from the Young KC was present for the final panel discussion which was moderated by education co-ordinator Adri de Vugt. A summary of this discussion in in the analysis column.
EXPERTISE EXCHANGE with CHEETHAMS SCHOOL of MUSIC MANCHESTER
On the 14th and 15th of November 2024, the LearningLab Team visited the Chethams School of Music in Manchester for an expertise exchange. The aim of the visit was to find out about what the values of Chethams are, the structure of their curriculum and how they go about musical learning of the students. We were interested in particular in their practice assistant program and what insights and challenges they have experienced.
We met with management, teachers, organising staff, students and practice assistants and interviewed them, looked at their facilities, listened to some student concerts and viewed the historic library. For our part of the exchange we presented a report about the YoungKC and the LearningLAB to a group of management and teachers.
Chethams is a school for 350 students from the age of 8 to18 years old who aspire to specialize in music. Two thirds of the students board at the school. It is an elite facility with excellent facilities for learning, performance, theory, composition and recording. It is located within historic buildings in Manchester and described by one of the teachers as a ‘fortress’ of music learning.
Case studies
Combine the student - teacher - coach triangle to the program and students' learning needs. They describe where the student was focussing on and where the learning questions and needs were in their process.
Questions 8 and 9 asked about what the teachers thought about the program and if they noticed any benefits to their students.
When asked about their opinions on the program, all of the teachers interviewed thought it was a great concept, and was generally beneficial for those students who actually engaged in it and that having someone else who was engaged with their student was very helpful for both student and the teacher: It is great that they have a coach [...] it is an extraordinary chance!
When asked if they noticed any changes that could be directly attributed to LearningLAB, one mentioned that it was hard to tell, one mentioned there were improvements in practicing and four of the students reportedly showed clear improvement in how to practice, more creative, better time management, being better prepared, more proactive and more reflective.
The first four questions were designed to find out how the teachers views about their students’ motivation and wellbeing, their views on the characteristics of a good learner and how much practice they recommend.
The teachers’ answers around the themes of what makes a good learner, and students’ needs were thoughtful, insightful and showed a student-centred approach. All aspects that relate to the self- determination theory of motivation – namely competence, autonomy and relatedness – were mentioned, e.g.: making an effort, getting things done (competence); engaged with music and each other (relatedness); having questions, initiative and proactivity (autonomy).Teachers mentioned the importance of structure and self-regulation: having goals and strategies, using the notebook to keep track of their process and minimising distraction (e.g. phone).
Things that were perceived as important for students’ health included sleep and nutrition, ability to minimise & deal with stress – including getting rid of perfectionism, having friends and doing sports. Social integration and feeling safe was also mentioned.
The question about the expected or recommended amount of practice received very differing answers, depending partly on the approach of the teacher as well as the instrument type. For instance, a singing student was not expected to do as much practice as an instrumentalist and more depending on how they physically feel that day. Violin and piano teachers expected more than the other instruments: 2-3 hours of practice. The theory teacher recommended 45 minutes per week. Most teachers stated that the amount of practice could be somewhat flexible but the quality of practice (e.g. focus) was more important
Questions 5-7 asked about the teachers’ connection with the LearningLAB program
The teachers' main connection to the Learning LAB program was through communication with the main practice coach, Irma Kort and sometimes also with Anna Daalmeijer (who leads the group sessions for the younger students)
Communication was mostly through teams messages and also in the students' folder. All teachers interviewed appreciated the communication, with one teacher mentioning that the coaching was sometimes more like teaching.
Teachers were interested in knowing about what the students were asking for in the coaching sessions, what the students worked on, and the topics and content of the group sessions.
Questions 10, 11 and 12 addressed what support the teachers wanted to have from the program, whether they wanted to become a practice coach and if there was anything else they wanted to share.
The teachers were very interested and open about wanting to share expertise, get new impulses, discuss further developments and to have someone to talk to about their students. There was interest in having a coach helping their students with organisational skills, how to practice and how to reflect as well as support in helping students to make connections – e.g. between theory and practice. There was a clear wish to have more sharing and support between colleagues. There was also some concrete feedback & advice about improving elements of the program.
Six of the seven teachers expressed interest in being a coach, but all but one said that it was not viable at this time, mainly because it required them to be in the school very early in the morning (8.00).
Extra issues that were raised included wanting that more of their students would be involved. There was a request to have live meetings with teachers and coaches at specific times in the school calendar. There was a strong wish from a theory teacher to strengthen the connection and transfer effect between theory and playing, explaining why this is difficult and important and what would be needed to enhance this process.
Participation
All of the students that filled in the questionnaire are active participants in the LearningLAB program. The reasons for participation were to learn about practicing, planning and organizing and performance preparation. They liked to have a structured moment within the week to talk about learning topics, they liked peer learning and they enjoyed exchanging information on how to study. One third of the students made coaching appointments. Others mentioned that coaches sometimes pop-in. Most of the students like to receive help in between lessons with their studies, sometimes they like to be in their own space. When they prepare for a concert they like coaching in performance preparation. They also ask help when they have questions. Students also enjoy practicing together.
Most students use the lesson notes in the LearningLAB folder. Some connect these to practice notes. Parts that were also used were the overview, goals, the calendar, the strategy cards, the repertoire and the concert checklist. The reflection sheets were not used yet according to the questionnaire outcomes.
Practicing
Five of twelve students practiced more since the beginning of the program. There days have become shorter as they use the MUST hours and have a more compact planning. All students mention they use the practice information, and their sessions are more structured. They also describe having more focus during sessions and they enjoy it more. For nearly half the students the study time at school increased. They mention they can focus better at school, the instruments are better, and rooms are pre-booked. More than half of the students likes practicing better since the start of the program. There is an increase in focus, confidence and experience.
They still have challenges like using time well and focusing during sessions, making sessions engaging, keeping up motivation and structuring sessions at the beginning of their process.
Well-being
All students feel pressure, they want to perform well in school and in music. They value the opinion of teachers, but they also have high standards of their own. They are confident about the practice strategies they use, their teachers help them well. They are often unsure about their focus and concentration. Reasons are feeling tired and distraction from phones. They often want to be able to focus longer than they can.
Students’ perspective on LearningLAB
Nearly all students are more positive about their process and practice qualities since the start of LearningLAB. They learned about strategies, methods to study and reflection. They also mention they have grown and are aware of their progression.
CHETHAMS AND THE YOUNG KC
What we have in common
The school and music programs and the balance between the two are similar as are the admission procedures. Students give concerts inside and outside the school. Both schools try to be accessible to all students regardless of their financial situation. Both institutions have created shorter schooldays to have space for practice and relaxation have practice programs with coaches. There are many team and staff meetings to discuss the curriculum and students’ needs. Both schools are connected to the Young Music Talents Europe (YMTE).
What is different
Chethams school of music is a bigger school with more students, two thirds of which are boarding. The school in The Hague is part of the Royal Conservatoire, making it possible to collaborate with different departments and a lectorate. Chethams has collaboration and exchange with Bejing (teachers and students). At Chethams timetables are created for students and there are administrators and coaches in the practice area. In The Hague the schedules for practicing are partly organised but students are responsible for their room bookings during the day. Chethams is responsible for the students at all times as many live on the premises of the school. The coaches teach the same instrument that they play, whereas in The Hague we coach different instrumentalists. The coaching team is much bigger in Manchester. Communication goes through an online logbook whereas we communicate via Teams chat, the folder and conversations/meetings. The practice program in Manchester is solely for coaching practicing whereas health and well-being is focused on in other departments of the school. Our practice program is student centered and Chetham’s program is more practice focused. Our program focusses on peer learning, learning to learn and community. Chetham’s program is focused on individual instrumental and vocal practice.
Case studies
A1
Planning and organization of practice hours are complex within the Royal Conservatoire. Students from the percussion department have an extra challenge playing different instruments and booking practice space in the percussion studios. Availability of both space and instruments is sometimes rare in MUST hours. A1 uses the LearningLAB folder but finds it difficult to focus during sessions. He has questions about reflection. There needs to be special attention for facilitating the planning of the percussion class and after this is set in place we can focus on learning processes. The communication with the teachers is good and they are actively involved in the program. They also spent many hours on organization, when we can effectively team up they would be able to spent more time working with the students and less on planning and facilitating.
A2
There was a process of exploring music with imagery and performance preparation. She is now able to use basic creative strategies. Technical strategies she has mastered, and she knows what steps to take when. Her teacher describes these well in her notes. Going through more learning spirals, triggering creativity will give her more options in her practice toolbox. She is highly motivated and has practice routines.
A2 likes working with a coach but can also work well on her own and in groups. The teacher uses the folder and the practice cards. There is an ongoing conversation between coach and teacher on students’ needs.
A3
There was a process of describing goals, connecting them to repertoire, planning, using practice strategies, creating focus towards and inn performance on music making, performance preparation, creating routines and habits and reflecting on the process.
A3 picked everything up very quickly and works more and more independent from us. The teacher uses the folder and the practice cards actively, she sees progress in the students who actively participate in the program.
A4
There was a focus on planning and self-regulation. The student needed to take responsibility for her process. The complete spiral of planning, self-regulating, focus during practice (listening to performance and reflecting), quality practice, performance preparation and reflective qualities was placed in the ownership of the teacher by the student. When the results were not sufficient, she would reflect on the preparation of her teacher instead of her own preparatory practice process and take responsibility over it. There is an unbalance in her reflection on the process, to that of the teacher team. At this moment she has developed her organizational skills, she takes more and more responsibility over her learning process, and she practices with more focus. To trigger motivation, she is allowed to play pieces of choice and we work on creative practice strategies. There is regular contact with the teacher on tackling challenges and making plans for A4’s learning needs.
LearningLAB subjects and perceived development
Most students felt their exam this year went better than the previous exam. Reasons given are: better preparation, better organization, more focus and less stress. Most students liked learning about strategies. They also mention they learned planning and organizing. They were helped with performance preparation and focus and they learned to look better after themselves. They learned a lot from the teacher team and the peers.
I am much better at using strategies
I can focus better
I take my practice more seriously
I am better organized
I am better prepared
I feel less stress
I know how to work towards goals
We peer perform more
It is good to learn from peers and I learned a lot in general
I study with more structure, I prepare better for exams and concerts
I am much better at creating structure