Alternative ways of organizing distance practical classes for future music art teachers
Keywords:
learning technologies, digital competence, synchronous online learning, e-learning, music education.
Abstract
The aim of this research was to find and study the effectiveness of alternative ways of organizing practical classes in Musical Art for Pedagogy students in the context of distance learning. The research involved semi-structured interviews with teachers and student surveys using a close-ended questionnaire. The content analysis of the answers revealed the main difficulties that the teachers had to deal with when organizing distance practical classes in Musical Art. It also enabled finding optimal ways to eliminate them. Their high efficiency was verified by conducting a pedagogical experiment. It was established that traditional methods of education are impossible during distance learning. They need to be replaced with new ones that are effective in technology-mediated learning. It was found that music teachers used special software, digital musical instruments as an alternative to traditional ones. Teachers also recorded video instructions and video lessons, and students recorded video reports on the work done.
Teachers began to use new teaching methods. Distance learning yielded higher learning outcomes than the traditional one, as technologies are interesting to students and contribute to their motivation and engagement. This article was reduced to the study of the peculiarities of the organization of distance learning of students — future teachers of Musical Art. Further research should be aimed at identifying ways of organizing Music Art education in general secondary educational institutions.
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References
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Bolívar-Chávez, O. E., Paredes-Labra, J., Palma-García, Y. V., & Mendieta-Torres, Y. A. (2021). Educational technologies and their application to music education: An action-research study in an Ecuadorian university. Mathematics, 9(4), 412. https://doi.org/10.3390/math9040412
Bork-Hüffer, T., Kulcar, V., Brielmair, F., Markl, A., Immer, D. M., Juen, B., Walter M. H. & Kaufmann, K. (2021). University Students’ perception, evaluation, and spaces of distance learning during the COVID-19 pandemic in Austria: What can we learn for post-pandemic educational futures? Sustainability, 13(14), 7595. https://doi.org/10.3390/su13147595
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Calderón-Garrido, D., Gustems-Carnicer, J., & Faure-Carvallo, A. (2021). Adaptations in conservatories and music schools in Spain during the COVID-19 pandemic. International Journal of Instruction, 14(4), 451-462. https://doi.org/10.29333/iji.2021.14427a
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Ishhenko, Y. A., Kharchenko, T. H., Myhovych, I. V., Didkivska, I. A., & Viktorina, O. M. (2022). The qualification improvement model for teachers of philology on the use of cloud technologies in pedagogical activity. Apuntes Universitarios, 12(3), 199–215. http://dx.doi.org/10.20952/revtee.v15i34.17166
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LoLa (n.d.). Low latency av streaming system. Retrieved from https://lola.conts.it/
Mei, B., & Yang, S. (2021). Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning. Frontiers in Psychology, 12, 609028. https://doi.org/10.3389/fpsyg.2021.609028
Music Paint Machine. (n.d.). The Music paint machine. Retrieved from http://www.musicpaintmachine.be/
Ng, D. T., Ng, E. H., & Chu, S. K. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and information Technologies, 27(1), 45-64. https://doi.org/10.1007/s10639-021-10568-2
Ogodo, J. A., Simon, M., Morris, D., & Akubo, M. (2021). Examining K-12 teachers' digital competency and technology self-efficacy during COVID-19 pandemic. Journal of Higher Education Theory & Practice, 21(11), 13-27. https://doi.org/10.33423/jhetp.v21i11.4660
Okay, H. H. (2021). Turkish Instrument Educators' Distance Education Experiences Related to Instrument Training during the COVID-19 Pandemic. World Journal on Educational Technology: Current Issues, 13(2), 201-222. https://10.18844/wjet.v13i2.5690
Polhun, K., Kramarenko, T., Maloivan, M., & Tomilina, A. (2021). Shift from blended learning to distance one during the lockdown period using Moodle: Test control of students’ academic achievement and analysis of its results. In Journal of Physics: Conference Series, 1840(1), 012053. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1840/1/012053
Rolinska, H. H. (2021). Using project method for the purpose of educating future music teachers. Linguistics and Culture Review, 5(S2), 387-400. https://doi.org/10.21744/lingcure.v5nS2.1361
Schiavio A., Biasutti, M. & Antonini Philippe, R. (2021) Creative pedagogies in the time of pandemic: A case study with conservatory students. Music Education Research, 23(2), 167-178, https://doi.org/10.1080/14613808.2021.1881054
Śliwa, S., Saienko, V., & Kowalski, M. (2021). Educating students during a pandemic in the light of research. International Journal of Educational Development, 87, 102504. https://doi.org/10.1016/j.ijedudev.2021.102504
Swing. (n.d.). Synergic work incoming new goals for higher education music institutions. Retrieved from https://www.swing-project.eu/
Vladova, G., Ullrich, A., Bender, B., & Gronau, N. (2021). Students’ acceptance of technology-mediated teaching–how it was influenced during the COVID-19 pandemic in 2020: A study from Germany. Frontiers in Psychology, 12, 636086. https://doi.org/10.3389/fpsyg.2021.636086
Wannapiroon, P., Nilsook, P., Jitsupa, J., & Chaiyarak, S. (2022). Digital competences of vocational instructors with synchronous online learning in next normal education. International Journal of Instruction, 15(1), 293-310. https://doi.org/10.29333/iji.2022.15117a
Willermark, S., & Gellerstedt, M. (2022). Facing radical digitalization: Capturing teachers’ transition to virtual classrooms through ideal type experiences. Journal of Educational Computing Research, 60(6), 1351–1372. https://doi.org/10.1177/07356331211069424
Zuo, M., Ma, Y., Hu, Y., & Luo, H. (2021). K-12 students’ online learning experiences during COVID-19: Lessons from China. Frontiers of Education in China, 16(1), 1-30. https://doi.org/10.1007/s11516-021-0001-8
AEC (n.d.). INTERMUSIC (2017-2020) – Erasmus+ strategic partnership. Retrieved from https://www.aec-music.eu/projects/current-projects/intermusic-
Anderson, A. (2022). Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England. British Journal of Music Education, 39(2), 157-168. https://doi.org/10.1017/S0265051721000152
Aslan, S. A., Turgut, Y. E., & Aslan, A. (2021). Teachers' views related the middle school curriculum for distance education during the COVID-19 pandemic. Education and Information Technologies, 26, 7381-7405. https://doi.org/10.1007/s10639-021-10587-z
Biasutti, M., Philippe, R. A., & Schiavio, A. (2021). Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period. Musicae Scientiae, 26(3), 585–603. https://doi.org/10.1177/1029864921996033
Bolívar-Chávez, O. E., Paredes-Labra, J., Palma-García, Y. V., & Mendieta-Torres, Y. A. (2021). Educational technologies and their application to music education: An action-research study in an Ecuadorian university. Mathematics, 9(4), 412. https://doi.org/10.3390/math9040412
Bork-Hüffer, T., Kulcar, V., Brielmair, F., Markl, A., Immer, D. M., Juen, B., Walter M. H. & Kaufmann, K. (2021). University Students’ perception, evaluation, and spaces of distance learning during the COVID-19 pandemic in Austria: What can we learn for post-pandemic educational futures? Sustainability, 13(14), 7595. https://doi.org/10.3390/su13147595
Bresler, L. (2021). What formative research can do for music education: A tool for informed change. Visions of Research in Music Education, 16(5), 24. Retrieved from https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1780&context=vrme
Calderón-Garrido, D., Gustems-Carnicer, J., & Faure-Carvallo, A. (2021). Adaptations in conservatories and music schools in Spain during the COVID-19 pandemic. International Journal of Instruction, 14(4), 451-462. https://doi.org/10.29333/iji.2021.14427a
Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). COVID-19 and higher education: First-year students’ expectations toward distance learning. Sustainability, 13(4), 1889. https://doi.org/10.3390/su13041889
De Bruin, L. R. (2021). Instrumental music educators in a COVID landscape: A reassertion of relationality and connection in teaching practice. Frontiers in Psychology, 11, 624717. https://doi.org/10.3389/fpsyg.2020.624717
Degé, F. (2021). Music lessons and cognitive abilities in children: How far transfer could be possible. Frontiers in Psychology, 11, 557807. https://doi.org/10.3389/fpsyg.2020.557807
Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, challenges and needs of K-12 teachers in the transition to distance learning during the COVID-19 pandemic. TechTrends, 65(4), 589-601. https://doi.org/10.1007/s11528-021-00625-5
Gül, G. (2021). Teachers' views on music education practices in secondary education in distance education during the COVID-19 pandemic process. Journal of Education in Black Sea Region, 6(2), 95-111. https://doi.org/10.31578/jebs.v6i2.235
How, E. R., Tan, L., & Miksza, P. (2022). A PRISMA review of research on music practice. Musicae Scientiae, 26(3), 675-697. https://doi.org/10.1177/10298649211005531
Ishhenko, Y. A., Kharchenko, T. H., Myhovych, I. V., Didkivska, I. A., & Viktorina, O. M. (2022). The qualification improvement model for teachers of philology on the use of cloud technologies in pedagogical activity. Apuntes Universitarios, 12(3), 199–215. http://dx.doi.org/10.20952/revtee.v15i34.17166
Johnson, D. C., & Stanley, A. M. (2021). A pilot project exploring rural classroom music teachers’ perceptions and practices via an online professional development course. Journal of Music Teacher Education, 30(3), 99-114. https://doi.org/10.1177/10570837211008658
Joseph, D., & Trinick, R. (2021). ‘Staying apart yet keeping together’: Challenges and opportunities of teaching during COVID-19 across the Tasman. New Zealand Journal of Educational Studies, 56(2), 209-226. https://doi.org/10.1007/s40841-021-00211-6
Labunets, V. M., Topchieva, I. O., Bondarenko, A., Bondarenko, D., & Wei, L. (2021). An innovative approach to training students of art pedagogical universities. Linguistics and Culture Review, 5(S2), 619-632. https://doi.org/10.21744/lingcure.v5nS2.1410
LoLa (n.d.). Low latency av streaming system. Retrieved from https://lola.conts.it/
Mei, B., & Yang, S. (2021). Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning. Frontiers in Psychology, 12, 609028. https://doi.org/10.3389/fpsyg.2021.609028
Music Paint Machine. (n.d.). The Music paint machine. Retrieved from http://www.musicpaintmachine.be/
Ng, D. T., Ng, E. H., & Chu, S. K. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and information Technologies, 27(1), 45-64. https://doi.org/10.1007/s10639-021-10568-2
Ogodo, J. A., Simon, M., Morris, D., & Akubo, M. (2021). Examining K-12 teachers' digital competency and technology self-efficacy during COVID-19 pandemic. Journal of Higher Education Theory & Practice, 21(11), 13-27. https://doi.org/10.33423/jhetp.v21i11.4660
Okay, H. H. (2021). Turkish Instrument Educators' Distance Education Experiences Related to Instrument Training during the COVID-19 Pandemic. World Journal on Educational Technology: Current Issues, 13(2), 201-222. https://10.18844/wjet.v13i2.5690
Polhun, K., Kramarenko, T., Maloivan, M., & Tomilina, A. (2021). Shift from blended learning to distance one during the lockdown period using Moodle: Test control of students’ academic achievement and analysis of its results. In Journal of Physics: Conference Series, 1840(1), 012053. Retrieved from https://iopscience.iop.org/article/10.1088/1742-6596/1840/1/012053
Rolinska, H. H. (2021). Using project method for the purpose of educating future music teachers. Linguistics and Culture Review, 5(S2), 387-400. https://doi.org/10.21744/lingcure.v5nS2.1361
Schiavio A., Biasutti, M. & Antonini Philippe, R. (2021) Creative pedagogies in the time of pandemic: A case study with conservatory students. Music Education Research, 23(2), 167-178, https://doi.org/10.1080/14613808.2021.1881054
Śliwa, S., Saienko, V., & Kowalski, M. (2021). Educating students during a pandemic in the light of research. International Journal of Educational Development, 87, 102504. https://doi.org/10.1016/j.ijedudev.2021.102504
Swing. (n.d.). Synergic work incoming new goals for higher education music institutions. Retrieved from https://www.swing-project.eu/
Vladova, G., Ullrich, A., Bender, B., & Gronau, N. (2021). Students’ acceptance of technology-mediated teaching–how it was influenced during the COVID-19 pandemic in 2020: A study from Germany. Frontiers in Psychology, 12, 636086. https://doi.org/10.3389/fpsyg.2021.636086
Wannapiroon, P., Nilsook, P., Jitsupa, J., & Chaiyarak, S. (2022). Digital competences of vocational instructors with synchronous online learning in next normal education. International Journal of Instruction, 15(1), 293-310. https://doi.org/10.29333/iji.2022.15117a
Willermark, S., & Gellerstedt, M. (2022). Facing radical digitalization: Capturing teachers’ transition to virtual classrooms through ideal type experiences. Journal of Educational Computing Research, 60(6), 1351–1372. https://doi.org/10.1177/07356331211069424
Zuo, M., Ma, Y., Hu, Y., & Luo, H. (2021). K-12 students’ online learning experiences during COVID-19: Lessons from China. Frontiers of Education in China, 16(1), 1-30. https://doi.org/10.1007/s11516-021-0001-8
Published
2023-02-28
How to Cite
Yalovskyi, P., Lotsman, R., Yurieva, K., Parfentieva, I., & Sokolova, A. (2023). Alternative ways of organizing distance practical classes for future music art teachers. Amazonia Investiga, 12(61), 276-286. https://doi.org/10.34069/AI/2023.61.01.28
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