Music schools in Latvia provide pupils with musical education both in the towns and rural areas of Latvia. Studies include instrumental playing, history of music, and music theory lessons. An actual pedagogical problem at the time is activation of pupils' learning. Self-regulated learning acquires significant meaning for pupils' future life. A way of helping pupils' self-regulation in learning is differentiation of learning methods and forms. The aim of the paper is to research the meaning of music schools' ensemble work (collective performance) for enhancing pupils' self-regulated learning. Learning is a process where an individual inherits accumulated experience of the society acquires skills, knowledge, attitudes, enhances his experience, individually and responsibly working and discovering himself, nature and society. Learning as an activity is based on learning experience. According to L.S. Vygotsky's theory of learning, the cultural development depends upon social interaction. The use of ensemble work (collective performance) in school as a form of learning activity and method observes a reciprocal movement towards didactic goal, includes the components of due learning contents (knowledge, skills, instrumental playing experience, attitudes), the results of learning process and its evaluation. Analysis of the obtained data shows that music teachers choose ensemble work as method and form of teaching to indirectly influence the self-regulated learning of pupils, whereas the pupils do not fully understand the significance of ensemble work for enhancing self-regulated learning techniques.

In XX century, educational dialogue is researched as educational and pedagogical method. The rural music schools of Latvia are good basis for scientific investigation. The aim of the research is to study situation of the educational dialogue in Latvia rural music schools and to analyse pedagogical aspects and authority, constructing progressive environment in understanding between individuals. A two thousand year's dialogue shows perspective way for best communication and cooperation. Dialogue idea in XX century philosophical and pedagogical theories is analysed in M. Bbuber, M.M. Bakhtin, P. Freire and N.C. Burbules works, and they have played an important role in the development of dialogue theory as a pedagogical problem. Dialogical interaction can provide to higher motivation of ensemble play lessons and to solve transportation and large way distance difficulties in Latvia rural areas.