Abstract
For many countries instrumental music tuition in secondary schools is a ubiquitous event that provides situated and personalized instruction in the learning of an instrument. Opportunities and methods through which teachers operate during the COVID-19 outbreak challenged music educators as to how they taught, engaged, and interacted with students across online platforms, with alarm over aerosol dispersement a major factor in maintaining online instrumental music tuition even as students returned to “normal” face to face classes. This qualitative study investigated the practices employed by instrumental music educators in secondary schools in Melbourne, Australia, analyzing teacher perspectives to music tuition amidst the restriction of interaction with students remotely via online means. Thematic analysis of the interview transcripts revealed music educational approaches that fostered connection, empathy and receptiveness to relationship-building, guiding students in slower and deeper learner-centered approaches, asserting pedagogical practices that reinforced and promoted interpersonal connectedness in and through musical experience and discovery. These findings provide a framework for how music educators can facilitate connection, motivation and student autonomy generating personal meaning and commitment to music making and the learning relationship, which can translate to significant student learning and value in the learning music. Exploring teachers’ pedagogical practices and behaviors within this dyadic teacher-student relationship is a significant addition to the literature, enabling the consideration of the type of connective behaviors required to stimulate and develop long-term interest in music.
Highlights
Music teachers enter the teaching profession aware of the success rate and attrition of students involved in their studio teaching programs in schools
Utilizing constructivist principles that forefront students’ construction, understanding, and experience of learning (Wiggins, 2016), this study explores how instrumental music educators in five secondary schools in Victoria pedagogically supported student learning, and how teachers adapted their teaching, connectivity, and relationality with students over seven months of the 2020 school year through the necessity in teaching instrumental music online for extended periods of 2020
This study explores how instrumental music educators pedagogically engaged and supported student learning through the necessity of engaging solely via online platforms
Summary
Music teachers enter the teaching profession aware of the success rate and attrition of students involved in their studio teaching programs in schools. Challenges involve home life, peers, and other aspects of schooling and can have negative effects on students’ social and emotional well-being. The instrumental music lesson is often a weekly event in students’ lives that promotes aspects of relationship building, motivation, self-autonomy, identity, and community beyond being merely cultivating a better instrumentalist (McPherson and Davidson, 2006; Davidson et al, 2009). In many secondary schools the one-to-one lesson is an enduring construct in the teaching of secondary school musicians and the pedagogical model of preference in bringing student and teacher together in delivering a “serious” instrumental music education (Harrison and Hong, 2004)
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