Project module 2 was organised around the findings from project module 1. Greater emphasis was placed on the mentoring sessions and on artistic reflection. There were to be additional mentoring sessions, more structure around the content of those sessions, and an endeavour to steer the mentors towards a more uniform interpretation of roles, relations and methodology. Nyhus and Orning would now share responsibility for the mentoring element and pedagogical programme, while student partners Utne Salvesen and Tamulynaite were to serve as main contacts for the student participants.

This time around the project had scheduled five mentoring sessions over the course of the academic year. Just like the first project module, the students were assigned mentors who did not play the same instrument as them, and sometimes also from different genres than their own.

Recruitment of students and mentors

Students were recruited to the project by way of an open call for bachelor and master students on all NMH study programmes. Around 40 students signed up. When recruiting mentors, we aimed to attract a wide range of skills as we wanted to investigate situations where the students met mentors with different and supplementary perspectives. Staff resources along with varying personal interests and scheduling availability amongst the teachers resulted in the following mentoring team: nine mentors were recruited from academy staff along with one self-employed musician. Three of those were classical performance teachers, three had a background in pop/rock/jazz, three were artistic research PhDs, two were performance practice PhDs, and one was a composer. Utne Salvesen and Tamulynaite held group meetings with the student participants as well as face-to-face meetings with each student where they introduced the students to the project and the digital portfolio platforms.