Bjørkøy considers the project and its execution to have been successful in view of the intentions behind it. The project confirmed that a combination of one-to-one and group tuition – with a significant degree of student control and participation – has a positive effect on singing tuition. In particular, he found that the least experienced students benefited greatly from being teamed up with the more experienced. Bjørkøy considers much of the students’ feedback during the one-to- one lessons to be of general interest to other voice students and could therefore just as well be addressed in a group setting. He believes it can be educational to hear how fellow students deal with challenges that are common to most of the students.

The project has also had a positive impact on the social climate amongst the students, and the threshold for discussing technical issues with other voice students has become lower. Bjørkøy also discovered how the students’ ability to articulate themselves and to reflect on voice and singing technique improved during the course of the project. He can see great potential in this concept with regard to group make-up and topics.

At the same time, he also identifies challenges associated with articulating clear objectives for each lesson and dealing with issues regarding varying ability levels when students from different years of study are in the same group. The varying ability levels had a positive impact on this particular project, however, partly because the less experienced students eventually became fairly confident with the situation while the experienced students provided good and positive support.

Regular attendance was an issue, since the project was voluntary and took place in the afternoons. A future challenge would be to schedule the group lessons at a time that suits everyone – and to make the content so compelling that the students prioritise systematic and regular attendance.