Open AccessVideo feedback in tertiary music performance classes
Author(s) -
Carol Johnson,
Alana Blackburn
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.14742/ascilite2021.0114
Subject(s) - computer science , multimedia , class (philosophy) , context (archaeology) , perception , key (lock) , music education , psychology , pedagogy , artificial intelligence , computer security , neuroscience , biology , paleontology
Video feedback can be an important and key mechanism for supporting online student learning in higher education. In the context of online music teaching, video feedback provides a necessary audio and visual element to support music students’ learning of music performance practice. A predecessor to a larger study in video feedback, this pilot study sought to explore instructor perceptions of the use of video feedback in music performance teaching classes. Using self-study methodology, findings suggest that video feedback can effectively complement individualised online music teaching within an undergraduate performance class and a Master of Music Performance Teaching group music class, provide supportive scaffolding for self-regulated learning, and offer students opportunities to create meaningful student-instructor connections and community. Strategies for effective implementation by way of self-regulation and communication are also addressed.