Developing Ensemble Proficiency Through Integrated Pedagogical Approaches in University-Level Guzheng Performance

Background and Aims: Guzheng ensemble performance places demands that differ from solo training, yet university pedagogy in China remains largely solo-oriented. This study investigates whether an integrated pedagogical framework that emphasizes collaborative listening, shared interpretive decision-making, and aesthetic understanding can improve ensemble proficiency in university-level guzheng instruction. Methodology: An explanatory sequential mixed-methods design was used with 120 undergraduate music majors from several universities (experimental group = 60, control group = 60) over one semester. The experimental group received an integrated ensemble-focused pedagogy, while the control group received traditional technique-centered instruction. Data sources included pre- and post-performance assessments rated by independent experts using a structured rubric, structured classroom observations, and semi-structured participant interviews. Quantitative outcomes targeted technical precision, ensemble coordination, interpretive coherence, and expressiveness. Results: Compared with the control group, the experimental group showed statistically significant gains in ensemble coordination and interpretive coherence, with comparable levels of technical precision. Qualitative analysis indicated stronger musical communication, more active collaborative problem solving, and clearer aesthetic rationales for interpretive choices. Emotional expressiveness improved but remained an instructional priority. Conclusion: An integrated ensemble-focused pedagogy can strengthen key collaborative competencies without diminishing technical standards. The findings provide evidence-based guidance for guzheng programs in higher education and suggest practical steps for curriculum design, instructor development, and assessment practices.