This study explored comentoring in a university jazz ensemble located in a metropolitan area in the Northeast United States. Participants included undergraduate members of the ensemble. The following questions guided this study: (1) How did the participants participate in the comentoring process? (2) What benefits did the participants report as a result of comentoring? Interviews of the participants comprised the data. Coding revealed themes of mentoring each other, having a “Voice” in the ensemble, and camaraderie with comentoring. As a result, the researchers concluded that teachers might implement comentoring in a music ensemble in order to establish stronger social connections, which in turn would elevate the performance level of the students.
Goodrich, Andrew; Kracht, Jon; McDonald, Josh; and Sapp, Colin
"Comentoring in a University Jazz Ensemble,"
Visions of Research in Music Education: Vol. 25, Article 6.
Available at: https://opencommons.uconn.edu/vrme/vol25/iss1/6