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Date added to database:

17 Sept 2023

Music Student’s Approach to the Forced Use of Remote Performance Assessments

Ritchie, L., & Sharpe, B. T.

2021

Assessment, Instrument/Subject Focus, Activity Type, Technology Focus

Summative, Piano, Woodwind, Strings, Brass, Voice, Percussion, Individual, Software

Music students at the University of Chichester Conservatoire completed questionnaires about their experience of the forced use of remote teaching and learning due to Lockdown, as imposed in the United Kingdom from March to June 2020, and how this impacted their self-beliefs, decision making processes, and methods of preparation for their performance assessments. Students had the choice to either have musical performance assessed in line with originally published deadlines (still in Lockdown) via self-recorded video or defer the assessment until the following academic year. Student’s choice to defer or submit the assessment during Lockdown was influenced by a range of forced factors, such as adaptions required by online teaching, limitations of rehearsal in their home environment, and the challenges in facilitating and recording their own assessments. Students completed online questionnaires about their self-efficacy, resilience, wellbeing, and provided free text responses explaining the reasoning for their decision to record their performance or to defer the assessment were coded to reveal patterns impacting their decision and preparation processes. Those choosing to submit their assessments demonstrated more strategies in their preparation and reported higher perceived self-efficacy scores. The specific conditions for this assessment, as a result of Lockdown, revealed correlations between resilience and both self-efficacy and wellbeing. The impact on teaching and the student experience is discussed and suggestions to support students in future settings of blended delivery are presented. Theoretical and practical implications are discussed.

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Publication abstract:

Citation:

Ritchie, L., & Sharpe, B. T. (2021). Music Student's Approach to the Forced Use of Remote Performance Assessments. Frontiers in psychology, 12, 641667. https://doi.org/10.3389/fpsyg.2021.641667

Date added to database:

5 Sept 2023

Fostering Creativity and Collaboration in a Fully Online Tertiary Music Program

Blackburn, A., & Hewitt, D.

2020

Assessment, Activity Type, Technology Focus

Summative, Peer-Assessment, Formative, Self-Assessment, Individual, Group, Software, Hardware

One of the pedagogical challenges for online teaching is preparing tertiary music students for collaborative work, particularly in performance, composition and production. This article surveys the use of online performance collaboration within a higher education music course. Using a framework of constructive alignment, synchronous and asynchronous learning tools are investigated and discussed. In order to achieve crucial lifelong learning needs, we determine how collaborative online performance tools can not only develop musical skills, but also breakdown the perceived limitations in an online course by enhancing creativity and building meta-capabilities such as networking, communication, independent thinking and problem solving that professional portfolio musicians require today.

Link to full journal article

Publication abstract:

Citation:

Blackburn, A., & Hewitt, D. (2020). Fostering creativity and collaboration in a fully online tertiary music program. International Journal on Innovations in Online Education, 4(2), 1-14. https://doi.org/10.1615/intjinnovonlineedu.2020035099

Date added to database:

5 Sept 2023

Creative collaboration in the cloud: Using Splice Studio and Audiomovers to enhance online music education outcomes

Hill, B.

2021

Technology Focus, Instrument/Subject Focus, Activity Type, Assessment

Software, Piano, Brass, Woodwind, Voice, Percussion, Strings, Composition, Ensemble, Conducting, Group

This article details online education design at an Australian university undergraduate music program. The author reviews the rapid development of online learning activities relating to music performance in response to the COVID-19 pandemic enforced lockdown. The lockdown imposed serious challenges for music educators, the overarching one being how to engage students via a screen rather than in a rehearsal room. As the unit designer/assessor, the author utilized specific cloud-based audio software networking tools that are accessible to students (Audiomovers, Splice Studio) to devise learning activities that encouraged creative interactive learning. The author details the advantages and disadvantages of each learning activity. As a substitute for face-to-face interaction, online learning has substantial limitations in relation to music education. Student engagement with accessible online audio tools can enhance skills and knowledge development and interactive learning, thus maximizing student satisfaction and collaborative learning outcomes.

Link to full journal article

Publication abstract:

Citation:

Hill, B. (2021). Creative collaboration in the cloud: Using Splice Studio and Audiomovers to enhance online music education outcomes. Perfect Beat (Equinox Publishing Group), 21(2, Part 2), 173–181. https://doi.org/10.1558/prbt.19304

Date added to database:

5 Sept 2023

Performance Practice in a Pandemic: Training Ensemble Skills Using E-Tivities in Music Teacher Education

Karkina, S., Faizrakhmanova, L., Kamalova, I., Akbarova, G., & Kaur, B.

2022

Instrument/Subject Focus, Technology Focus, Activity Type, Assessment

Ensemble, Education Programs, Software, Group, Summative, Sel

The emergency situation due to the spread of COVID-19 has brought new requirements to Higher Education to continue the learning process. In musical ensemble class, performance practice is mandatory and plays a crucial role in musical education. The pandemic has forced all classes online, but for performance practice, it was mandatory to implement a new type of student-teacher interaction, such as e-tivity. It is a dynamic and interactive learning process led by a teacher online. The investigation of the efficiency of e-tivity for training musical ensemble skills was carried out in this paper. The research was tested through experimental work that took place at Kazan Federal University (Russian Federation). Due to a complete shift in the education process to distanced learning, all disciplines were studied online, including the specific musical courses that required collective work with face-to-face interaction. The curriculum of future music teachers includes an ensemble basic course to train students‘ musical performance skills in groups. For the study, 114 students from classes with instrumental and vocal ensembles were gathered and were organized by means of e-tivity based on several online tools, including Aiseesoft Video Converter Ultimate. This tool creates a video with a split-screen effect. By using such a tool, students created the video by following the teacher‘s instructions separately, and afterward they united their musical records in one video with a split-screen effect. At the end of the research work, musical artworks belonging to certain art styles, namely classical, Tatar and Russian folk music, and jazz, were collected. The analysis of the obtained data exhibited a high level of results in each criterion scale and effectiveness of the online work with musical ensembles. Students saw improvement in self-education by the means of creativity and critical self-assessment. The increasing frequency of students‘ listening of their own performance during the ensemble music-making by e-tivity brought advantages for the involuntary repetition process.

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Publication abstract:

Citation:

Karkina, S., Faizrakhmanova, L., Kamalova, I., Akbarova, G., & Kaur, B. (2022). Performance practice in a pandemic: Training Ensemble Skills Using E-Tivities in music teacher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.817310

Date added to database:

5 Sept 2023

Improvising to a Covid Tune: Redesigning a Beginning Jazz Improvisation Course for Instrumentalists Trained in Other Styles for Fully Online Delivery

Phipps, B., & Dilworth, E.

2021

Instrument/Subject Focus, Activity Type, Technology Focus, Assessment

Piano, Brass, Woodwind, Voice, Percussion, Strings, Group, Individual, Software, Formative, Summative, Self-Assessment, Peer-Assessment

The teaching of improvisation at tertiary institutions has primarily been through face-to-face methods in jazz education contexts and music education more widely. Jazz is a music that is performed with others in shared spaces and is similarly learned in social contexts. It is because of these social learning dynamics that pedagogy often relies on social constructivism. The social constructivism and inter-corporeal nature of jazz education has led to specific challenges during the COVID-19 pandemic. However, it has also allowed for experimentation with teaching practice and rethinking of how improvisation can be taught, particularly to novices. As Australian universities transitioned to fully online learning rapidly in March, questions quickly arose about how curriculum, learning activities, and assessment could be delivered in compliance with social distancing requirements. In this article, we discuss the transitioning of a beginner improvisation class of 21 students at a tertiary institution, primarily in their first or second year of university, to fully online delivery using a flexible research design that embraces a self-reflexive and peer dialogue approach to researching and redesigning the course. In reviewing previous research literature, we have identified the reliance on pedagogical approaches previously deemed questionable by many jazz educators and the affordances and limitations of utilizing technology to teach music online. We outline the adaptations to teaching improvisation for beginners, which use a more structured and evidence-based informed pedagogical approach in contrast to most tertiary jazz education. Subsequently, we conclude the article by offering a prospective model to advance the teaching of improvisation online to novices based on evidence-based learning and teaching strategies.

Link to full journal article

Publication abstract:

Citation:

Phipps, B., & Dilworth, E. (2021). Improvising to a covid tune: Redesigning a beginning Jazz improvisation course for instrumentalists trained in other styles for fully online delivery. International Journal on Innovations in Online Education, 5(1), 19–37. https://doi.org/10.1615/IntJInnovOnlineEdu.2021038381

Date added to database:

5 Sept 2023

Reducing student anxiety in online tertiary music education through the application of Universal Design for Learning

Blackburn, A., & McGrath, N.

2022

Assessment, Activity Type

Peer-Assessment, Summative, Self-Assessment, Group

Online teaching and learning are not new, nor are they new to tertiary music education. While an “anytime, anywhere” attitude and flexible study suits some learners, for others this is a contributing factor to student anxiety and attrition. This article explores the relationship between student anxiety in online learning and universal design for learning (UDL), and how UDL principles can be applied to reduce anxieties about musical performance in an online class. It explores common barriers for students in the online environment and offers strategies for sustainable learning design in a way to accommodate students before, during, and after unit completion. As well as designing with UDL, this study includes approaches to modeling accessible learning activities in order to provide students with the support they need to perform in an online space, meet learning objectives, and reduce attrition.

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Publication abstract:

Citation:

Blackburn, A., & McGrath, N. (2022). Reducing student anxiety in online tertiary music education through the application of Universal Design for Learning. International Journal on Innovations in Online Education, 5(4), 53-68. https://doi.org/10.1615/IntJInnovOnlineEdu.2022042631

Date added to database:

5 Sept 2023

Constructivist Peer Review in Music Theory and Composition Courses: Technologies and Practice

McConville, B.

2021

Instrument/Subject Focus, Assessment, Technology Focus, Activity Type

Music Theory, Composition, Software, Conducting, Peer-Assessment, Group

This article considers the supporting technologies and practices for effective semi- anonymous peer review in traditional music theory and composition-related courses: orchestration, arranging, and composition. A coordinated approach probes two questions nested within one broad case study: (1) does the use of peer review in music theory and composition-related courses create meaningful, constructivist-inspired learning experiences, and (2) what web technologies can efficiently and effectively accomplish its activities? The article first provides a constructivist theoretical framework; next, it explains the methodologies, technologies, and resulting feedback from using peer review in a three-course study; and finally it provides concluding remarks on the many benefits and manageable problems that can arise in the social constructivist peer review music classroom.

Link to full journal article

Publication abstract:

Citation:

McConville, B. (2021). Constructivist Peer Review in Music Theory and Composition Courses:

Technologies and Practice. Journal of the Association for Technology in Music Instruction, 2(1). https://trace.tennessee.edu/jatmi/vol2/iss1/3/

Date added to database:

5 Sept 2023

“How can the creative arts possibly be taught online?” Perspectives and experiences of online educators in Australian higher education

Burke, K.

2021

Activity Type, Technology Focus, Assessment

Group, Software, Formative, Summative

Many universities in Australia and internationally now offer education degrees entirely online, without any requirement for face-to-face learning on university campuses. The transition to online learning has occurred rapidly, and has had particularly strong uptake in Initial Teacher Education. This paper examines the perspectives and experiences of eight academics in Australian higher education who teach creative arts courses to pre-service teachers via online modes of delivery. Research indicates that insufficient opportunities have existed for some time in adequately providing opportunities to pre-service teachers to develop the arts teaching and learning skills, and these concerns are potentially compounded in online contexts which do not readily permit the interpersonal, kinaesthetic and collaborative engagement with arts-specific materials and processes that are usually central to creative arts learning. Using in-depth interviews and thematic analysis, the researcher sought to understand the individual perspectives and experiences of arts academics who now deliver creative arts learning in teacher education online. The research reveals that arts learning must be significantly re-imagined for the online learner, that the potential to do this can be realised, but that additional support will be required to ensure this is a consistent reality.

Link to full journal article

Publication abstract:

Citation:

Burke, K. (2021). “How can the creative arts possibly be taught online?” Perspectives and experiences of online educators in Australian higher education. Asia-Pacific Journal of Teacher Education, 49(3), 347-361. https://doi.org/10.1080/1359866X.2020.1777531

Date added to database:

5 Sept 2023

Video use in online and blended courses: a qualitative synthesis

Belt, E. S., & Lowenthal, P. R.

2021

Activity Type, Assessment

Lecture, Group, Rubrics, Self-Assessment, Peer-Assessment, Formative, Summative

The use of video has become commonplace in education today. Educators are engaging students with video communication tech-nology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to synthesize research on the use of video as a teaching tool in online and blended courses. A systematic approach was used to identify 64 peer-reviewed stu-dies published from 2010 to 2020. A qualitative synthesis of the studies resulted in four themes: delivering video lectures, fostering discussions with video, using video assessments and feedback, and creating video check-ins. Each theme and related research are discussed in the article. Gaps in the literature are identified and recommendations are made for future research

Link to full journal article

Publication abstract:

Citation:

Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended courses: a qualitative synthesis. Distance Education, 42(3), 410-440. https://doi.org/10.1080/01587919.2021.1954882

Date added to database:

5 Sept 2023

Blended Learning in Teaching Piano Major Students in the Music Department of Hunan Vocational College of Art

Yang, L.

2023

Instrument/Subject Focus, Assessment, Activity Type, Technology Focus

Piano, Group, Software, Individual, Rubrics, Summative

The purposes of the research were to 1) explore the effectiveness of the blended learning approach of piano on the performance of the major students in the Music department of Hunan Vocational College of Art and 2) to determine the students' perceptions of the blended learning approach through a questionnaire survey. The participants of this study were 59 students majoring in piano, freshmen and sophomores who were studying with a face-to-face method and Violy application at the Music Department of Hunan Vocational College of Art. The quantitative research design of the quasi-experiment and questionnaire were conducted. The paired sample t-test was applied for hypothesis testing while the descriptive analysis—mean and standard deviation were used to report the samples' perceptions towards blended learning. The results revealed statistically significant differences between the scores of piano performance post-test after Violy had been employed and the pretest. The four piano performances measured-accuracy, technique, musicality, and repertoire difficulty had shown the improvement scores of the students once the Violy application was integrated as a teaching method. In addition, the students exposed to the Violy application expressed positive attitudes toward the usage of the Violy application. Therefore, the Violy application is a proven effective learning tool to improve student piano performance.

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Publication abstract:

Citation:

Yang, L. (2023). Blended Learning in Teaching Piano Major Students in the Music Department of Hunan Vocational College of Art. Scholar: Human Sciences, 15(1), 123-131. https://doi.org/10.14456/shserj.2023.13

Date added to database:

5 Sept 2023

A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education

Li, Q., Li, Z., & Han, J.

2021

Activity Type, Assessment, Technology Focus, Instrument/Subject Focus

Formative, Voice, Piano, Brass, Woodwind, Percussion, Strings, Conducting, Composition, Ensemble, Group, Lecture, Software, Hardware

For performing arts education, Sage on the stage and Learn from the Masters were halted by the COVID-19 pandemic, and so did everything else. All lectures, tutorials and other face-to-face skill-based training sections were cancelled and were replaced by the online model. Such a model was only seen as one of the supplementary components for performing arts education in the past. From January 2020, this online pedagogy was inevitably placed to surmount the challenges caused by the COVID-19 pandemic. The social distancing measures demanded the blended pedagogy into a new online approach, in which the traditional face-to-face teaching to be replaced by synchronous online learning (facilitated by technologies such as Zoom, Cisco Webex, Google Class, Panopto etc.). Meanwhile, to offer opportunities for cognitive participation which allows students to process the learning and be reflective, webinar and innovative performance projects were launched from the concept of ‘flipped classroom and outcome-based education.’ This mixed approach (blended learning, flipped classroom, and outcome-based education) is described as ‘hybrid learning’ in this study.

Link to full journal article

Publication abstract:

Citation:

Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Education and Information Technologies, 26(6), 7635-7655. https://doi.org/10.1007/s10639-021-10612-1

Date added to database:

5 Sept 2023

Korean preservice music teachers’ perceptions of blended learning in music education course

Shin, J.

2023

Instrument/Subject Focus, Activity Type, Assessment, Technology Focus

Education Programs, Group, Individual, Lecture, Peer-Assessment, Formative, Software

Previous studies have examined the effectiveness of blended learning in various learning contexts, including music classes in public schools and music teacher education programs. However, research on the relative importance of both technology-based instruction and traditional classroom environments is lacking. This study examined the experiences of Korean preservice music teachers in a blended learning environment and demonstrated the need for an appropriate time period between online and face-to-face learning, especially for those with little experience in theoretical and practical music education. While a face-to-face classroom was found to be a crucial setting for preservice music teachers to gain various perspectives on class materials with the help of peers, a few found it challenging to explain their understandings to others in a group and express their opinions about specific school scenarios. Finally, formal question time on an online platform that maintains anonymity encouraged preservice music teachers to actively participate in in-class activities, and the combination of theory and practice was perceived as a major strength of blended learning.

Link to full journal article

Publication abstract:

Citation:

Shin, J. (2023). Korean preservice music teachers’ perceptions of blended learning in music education course. International Journal of Music Education. https://doi.org/10.1177/02557614231182166