In a final reflection document, the chamber music teacher summarized his thoughts about the project. What is particularly interesting is that the main themes of this document concern quite other topics than technology and digital learning. The most important aspects of the project are for this teacher the changing role of the instrumental teacher and the significance and scope of chamber music in performance education.

The teacher starts with describing his professional path as a musician and later as an instrumental and chamber music teacher in higher education. His trajectory started with a typical master-apprentice training as a young instrumentalist, and he went on with many years of work as an orchestral musician. Later, he started teaching in a conservatoire, without pedagogical training, he writes. In the conservatoire, he gave one-to-one lessons, and there was not much teacher collaboration, but rather a feeling of isolation. Eventually, he continues, collaboration between colleagues became more common and frequent, and the establishment of CEMPE made in recent years a substantial number of developmental projects possible. Many of which were initiated by instrumental staff. These projects gave rise to his personal reflection about what it takes to become a better instrumental teacher, he writes:

• To get input and correction from colleagues in your own field
• To integrate specialist knowledge through collaboration with colleagues from other fields, also outside music
• To draw upon different forms of knowledge, research-based as well as experience-based and tacit
• To see the whole student and become more attentive to the student’s needs
• To be able to formulate questions that lead to self-reflection and motivation for further work
• To give the student room for independence and critical reflection, and to take ownership of his or her learning
• To be able to shift between teaching, coaching, supervision and mentoring

For this particular teacher, the ePortfolio as a tool for learning project concerned much more than technology. It may have started with a special focus on digital learning, but it also included important elements of reflection around the role and responsibilities of instrumental teachers and their students.

For me as a teacher, working with the wind quintet has been educational and inspiring. It has been a stage in the journey away from the old omniscient master teacher role towards a teacher role where artistic competence still is the basis for teaching, but where humility, listening, collaboration, educational competence and flexibility in the execution of the role also take their natural place.

For an aging teacher, it has taken, and still takes time to learn to be patient, not to go too fast into well-established patterns with quick instructions, but to choose to ask questions that may be helpful to the students’ further learning. Through the project with the quintet, it has become increasingly clear that it is not the audible yield of single lessons that counts, but rather the long-term results.

To this teacher, the project seemed to have been a natural part of his ongoing reflection about his work and development as an instrumental teacher, where reflection about the transition from a rather fixed teacher role (the omniscient master teacher) to a more dynamic role (which gives room for instruction, facilitation, supervision and collaboration) seems to be at the core.

In addition to the focus on technology and student and teacher roles, the project developed for this particular teacher into a project about the role and scope of chamber music in higher music education. The teacher writes that chamber music activity is particularly well suited to safeguard values that have become important to him and his institution, such as:

• Student-centred teaching and a re-thinking of the role of the musician-master teacher
• Ownership to the project, ambition, motivation, attitudes and ethics
• Musical independence and collaborative skills
• Developing the ability to express oneself verbally and reflect in musical work
• To be able to reflect in writing of reflective texts and to produce written material
• Collaboration between chamber music and main instrument teachers
• Digital competence through the use of e.g. an LMS system like CANVAS or social media
• Practical entrepreneurship such as concept development, organising, promotion work and financing