Page 38 - Glasbenopedagoški zbornik Akademije za glasbo, letnik 16, zvezek 32 ◆ The Journal of Music Education of the Academy of Music in Ljubljana, year 16, issue 32
P. 38
sbenopedagoški zbornik ◆ letnik 16 ◆ številka 32 Summary
UDC 37.018.43:004:78
Teaching musical instrument during the COVID-19 epidemic with flexible teacher
mentoring included activities in digital music libraries, sharing and using audio and vid-
eo recordings of playing, and implementing the concepts of online performance and
chamber music. The entire learning process from the preparation of the teaching ma-
terial to assessment has moved to digital platforms, which increased digital literacy of
teachers and students and indirectly led to a more lasting change in the concept of ped-
agogical practice. More than 90% of teachers identified teaching during the epidemic as
an opportunity to find new ways of learning and cited the use of new learning strategies.
Among them, we recognize didactic shifts towards optimization and personalization of
instrument teaching. Teachers also cite a unique insight into the position of the student,
who, despite the distance, »brought in front« some problematic aspects of the relation-
ship dynamics. From this point of view, we can also understand the changes in teaching
in the psychosocial field, which in the results are expressed as greater learning self-regu-
lation and enhanced cooperation between parents and teachers.
According to the answers of the participating teachers, we can conclude that the dis-
tance learning was successfully carried out with the joint efforts of school governing
bodies, teachers, parents and students. In addition to the undiminished activity of stu-
dents, teachers noticed an increase in the volume of work in the field of introduction to
teaching with ICT resources. They defined the areas of learning deficits that are expect-
ed in the future in live performance, ensemble music, posture, technical performance,
intonation, interpretive performance and the quality of sound production. They were
mainly due to electronic distortion and delay of sound, and the absence of physical prox-
imity, which is indispensable for learning a specific posture while playing an instrument.
Although in their responses they cited improvements in their pedagogical practices and
an increase in the level of digital competences, so we should rate working with ICT as
physically strenuous and unhealthy. Based on their responses, we conclude that it is diffi-
cult to expect a return to classes where they will apply the new knowledge and incorpo-
rate tried and tested ICT tools.
38
UDC 37.018.43:004:78
Teaching musical instrument during the COVID-19 epidemic with flexible teacher
mentoring included activities in digital music libraries, sharing and using audio and vid-
eo recordings of playing, and implementing the concepts of online performance and
chamber music. The entire learning process from the preparation of the teaching ma-
terial to assessment has moved to digital platforms, which increased digital literacy of
teachers and students and indirectly led to a more lasting change in the concept of ped-
agogical practice. More than 90% of teachers identified teaching during the epidemic as
an opportunity to find new ways of learning and cited the use of new learning strategies.
Among them, we recognize didactic shifts towards optimization and personalization of
instrument teaching. Teachers also cite a unique insight into the position of the student,
who, despite the distance, »brought in front« some problematic aspects of the relation-
ship dynamics. From this point of view, we can also understand the changes in teaching
in the psychosocial field, which in the results are expressed as greater learning self-regu-
lation and enhanced cooperation between parents and teachers.
According to the answers of the participating teachers, we can conclude that the dis-
tance learning was successfully carried out with the joint efforts of school governing
bodies, teachers, parents and students. In addition to the undiminished activity of stu-
dents, teachers noticed an increase in the volume of work in the field of introduction to
teaching with ICT resources. They defined the areas of learning deficits that are expect-
ed in the future in live performance, ensemble music, posture, technical performance,
intonation, interpretive performance and the quality of sound production. They were
mainly due to electronic distortion and delay of sound, and the absence of physical prox-
imity, which is indispensable for learning a specific posture while playing an instrument.
Although in their responses they cited improvements in their pedagogical practices and
an increase in the level of digital competences, so we should rate working with ICT as
physically strenuous and unhealthy. Based on their responses, we conclude that it is diffi-
cult to expect a return to classes where they will apply the new knowledge and incorpo-
rate tried and tested ICT tools.
38
