Author(s)

Menglan Li ¹

Affiliation(s)

¹ School of Music and Dance, Lingnan Normal University, Zhanjiang, Guangdong, 524048, China

Corresponding Author

Menglan Li

ABSTRACT

Peer learning has become an increasingly significant pedagogical approach in higher music education, particularly in contexts where students are expected to develop not only technical proficiency but also critical listening, reflective judgement, and collaborative musicianship. This article examines the role of peer learning in university-level piano pedagogy, focusing on its application through peer assessment, group collaboration, four-hand piano, and two-piano performance. It argues that peer learning can extend the traditionally teacher-centred model of piano instruction by creating structured opportunities for students to observe, evaluate, communicate, and learn from one another. Peer assessment enables students to develop evaluative criteria and reflect critically on performance quality, while group collaboration encourages shared problem-solving and collective musical interpretation. Four-hand piano and two-piano performance further provide ensemble-based contexts in which students cultivate rhythmic coordination, musical responsiveness, balance, and a heightened awareness of co-performance. At the same time, the implementation of peer learning requires careful pedagogical design, including clear task structures, appropriate feedback criteria, and teacher guidance to ensure constructive participation. By situating peer learning within university-level piano pedagogy, this article suggests that collaborative and dialogic learning practices can enrich students' musical understanding, performance confidence, and professional competence. 

KEYWORDS

Peer learning; piano pedagogy; higher music education; peer assessment; collaborative learning; ensemble-based learning

CITE THIS PAPER

Menglan Li. Peer Learning in University-Level Piano Pedagogy. Curriculum and Teaching Methodology (2026). Vol. 9, No. 3, 60-68. DOI: http://dx.doi.org/10.23977/curtm.2026.090308.

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