Thesis
Developing instructional strategies for desktop video assisted music teaching & learning
Southern Cross University, School of Social Science, Centre for Contemporary Music
Doctor of Philosophy (PhD), Southern Cross University
2004
Metrics
1 Record Views
Abstract
In the last few years, advances in Desktop Video Technologies (DVT) have paved the way for their application in various fields of education and training. Fields in which manual skills are passed on by physical demonstration probably stand to gain the most. In music, for instance, there is reliance upon master instructors and their ability to demonstrate refined manual techniques at close quarters. Such action is fluid and audiovisual in nature, therefore attempts to capture it in still images, such as found in conventional music method books, are often of limited success. In contrast, digital video can capture actions in full motion and in a format that can be replayed, edited and delivered online using a desktop computer. Amid a climate of demand for more flexible modes of delivery, this thesis provides a timely review of how the current generation of DVT fits within a framework of existing and anticipated technologies and approaches to music teaching and learning.
A literature search at the commencement of the study located a number of studies on teaching via room-based videoconferencing but none on strategies for DVT assisted teaching and learning of musical instruments; leaving interested teachers with a lack of reference material on how or whether to utilise this technology. The present study addresses this imbalance.
Twenty three teachers and seventy one students were involved in one or more research activities conducted between November 2000 and December 2003. These activities included the production; distribution and evaluation of music instructional video files and the teaching and learning of musical instruments live via Desktop Video Conferencing (DVC).
Action research methodology guided the research through a cyclic process involving continuous refinement of methods, data and interpretation in the light of understanding developed by earlier cycles. Each research cycle involved constant comparative analysis of interview and survey data, video recordings and literature pertaining to
music education, educational technology, instructional design and video mediated communication.
A dominant theme in the literature was that teachers of any subject must be prepared to reconceptualise their pedagogical approach and develop new skills to leverage the educational potential of emerging video mediated communications technologies. The present study supports that notion in the context of music teaching and learning.
Further, that to implement DVT assisted music teaching and learning effectively, teachers need a range of technical and instructional skills beyond those traditionally considered essential to the core business of music teaching. Accordingly, this study developed a set of instructional strategies for DVT assisted music teaching and learning in various contexts including private studios, schools, tertiary institutions and online.
This study also models the appropriateness of an action research and learning approach as a means to facilitate continuous improvement in the implementation of DVT assisted music teaching and learning. Teachers and students acknowledged that their involvement challenged them to engage in processes of critical reflection, analysis and refinement of their instrumental performance skills, communication skills, and their approach to the teaching and learning of music.
Details
- Title
- Developing instructional strategies for desktop video assisted music teaching & learning
- Creators
- Alan J. Anderson
- Contributors
- Allan Ellis (Supervisor) - Southern Cross UniversityJon Walden Fitzgerald (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University, School of Social Science, Centre for Contemporary Music
- Number of pages
- xx, 214
- Identifiers
- 991013330227402368
- Copyright
- © Alan J. Anderson 2004
- Academic Unit
- School of Arts and Social Sciences
- Resource Type
- Thesis