All the students who participated, from young bachelor students to more mature master students, felt that they learned a lot from the experiment. The teachers also said that this form of teaching could be a good supplement to both one-to-one teaching and regular chamber music teaching. However, they disagreed on who it is most suitable for. Some thought it was suitable for all students, since this form of teaching builds students' confidence and security. Others felt that the form is best suited to more advanced students who have already developed a great deal of self-confidence and security. This is actually a paradox. We think there may be reason to ask how students develop self-confidence and whether this is a development that should be waited for, or whether this is a process that teachers can support the students in in various ways.

In one of the articles from this project, we discuss the theoretical implications of the experiment. We believe that this form of teaching opens up a new and meaningful form of learning. Broadly speaking, we argue that when students and teachers play together, the nature of learning changes. It shifts focus, from words to action, i.e. from oral transmission of knowledge and experience to participatory collaboration in a shared musical practice. Therefore, we believe that this form of teaching can be an interesting alternative for teachers who are looking for additional and novel approaches to working with their students.

«...when students and teachers play together, the nature of learning changes. It shifts focus, from words to action, that is, from oral transfer of knowledge and experience to participatory collaboration in a shared musical practice.»
(Jon Helge Sætre, associate professor and co-researcher in the project)