Musical Learning Through Co-teaching with Student in High School

This article describes a pedagogical practice for musical learning in a Chilean context where a teacher shares teaching responsibilities with a group of high school students who teach their peers the basic structure of a song. Although evaluation results were similar between the students who worked with co-teachers and those who received traditional instruction, implementing this practice offers students a valuable opportunity to interact with their peers in the classroom, build musical knowledge, and actively participate in teaching. The research was conducted using a mixed methodology. The quantitative aspect of the process was mainly supported by a performance test administered to all participating students, while the qualitative part was carried out through a focus group in which 33 students participated