Managing an efficient rehearsal or lesson requires a balance of intrapersonal, interpersonal, and musical skills. Recognizing the impact of interpersonal and musical skills in the classroom or studio can effectively be accomplished using reflective practice. Studies have shown that reflective practice techniques including video observation, journaling, and reflective dialogue have guided educators to make decisions that improve efficiency and communication (Stegman, 1996; Conkling, 2003; Butke, 2003; Koerner, 2017; Mason, 2018; Raiber 2001; Reynolds & Beitler, 2007) but these models have not shown the role personality plays in the rehearsal or lesson. This study focused upon the Enneagram, a personality typology system that defines nine distinct personality types. This study presented three reflective journeys as case studies with the goal of exploring the usefulness of the Enneagram in reflective practice as a heuristic tool to foster teacher awareness of specific behavioral strengths and weaknesses. Personality self-awareness opened opportunities for improved student/teacher connection to ultimately lead to improved teaching and learning.
This study demonstrated that reflective practice using Enneagram personality typology as a heuristic tool can be effective in improving teacher/student connection that ultimately led to improved teaching and learning in the music classroom or rehearsal. Results concluded that the music educators in the study were unaware of some of their underlying motivations, habits, and world views that blinded them at times, hindering a more meaningful connection with their students. The revealed traits were then recognized, corrected, or exploited to improve teaching and learning in the music classroom. Catalytic validity was revealed in the results through participant reports of changed behaviors and new perspectives in reflective practice to ultimately improve teaching and learning in the music classroom or rehearsal.
