In the United States, all music education majors at the tertiary level who graduate from institutions accredited by the National Association of Schools of Music must demonstrate piano proficiency. Yet many practicing music educators report that they do not use the piano while teaching due to a lack of perceived competence. Peer collaboration and cognitive strategies have been demonstrated to be effective when learning. Typically, piano skills are taught in group piano laboratories, where collaborative work could be incorporated. This study explored development of sight-reading and harmonization skills among students (N = 12) during the final semester of group piano, by employing cognitive strategies and collaborative learning. In this small study, students engaged in collaborative learning improved test scores. Additionally, they displayed improvement in self-efficacy, problem solving, and deliberate practice and demonstrated persistence in completing piano assignments.
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