Exploring effective teaching methods for young instrumental music students enrolled in one-to-one synchronous online lessons

探索青少年器乐学生一对一同步网课的有效教学方法

• 批准号: 2732711
• 金额: --
• 依托单位: Royal College of Music
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2732711
• 关键词: Exploring; effective; teaching; methods; young

This study seeks to identify and analyse performance instruction such as technique and expression, as well as psychological learning processes such as physical absence of a teacher, communication or student's autonomy levels while having piano lessons online. The study will also address whether any such development is mediated by socioeconomic status. The findings will have practical applications in online teaching attitudes and contribute to shaping future pedagogical and didactical approaches.Few studies have focused on young online music students at beginner and intermediate levels (e.g., Daugvilaite 2021; Dumlavwalla 2017; Pike and Shoemaker 2013, 2015). Within the limited available literature, evidence has shown that complete beginners have considerable difficulty engaging in online lessons due to the absence of physical interaction and the teacher's inability to develop a rapport with students (Dumlavwalla 2017; Duffy and Healey 2017). For example, as a study by Simones, Rodger, and Schroeder (2014, 728-729) demonstrated that younger students need more support than older students, and that 'piano teachers guided and supported learners in a Pre-grade 1 and Grade 1 group through "touch"'. Moreover, Salvador et al. (2021, 206) concluded that 'beginners' lack of foundational knowledge [and] needs for nuanced sound reproduction prevented these participants from seeing the online experience as positively as others'. Therefore, further research is needed to understand how the young students learn online and make in-depth recommendations about the most effective teaching methods for younger music students.An embedded exploratory multiple-case study design (Yin 2018, 60-61) will be used to investigate these questions, because the primary purpose of this project is to explore contemporary educational issues in depth (Biggam 2018, 157). A multiple-case study design also facilitates the examination and comparison of multiple teacher practices within a larger study (Yin 2018, 52). This study will consist of three sequential data collection phases: 1. Pilot interviews; 2. Existing document analysis; 3. Interviews and observations.Prior to the first and second phases of data collection, this study will seek approval from the Royal College of Music (RCM) Ethics Committee. To collect data from social media, approval will additionally be sought from social media group moderators and those who contributed to the content creation (Thorgersen and Mars 2021, 230). For the third phase, as it involves participants under the age of 18, ethics approval from the Conservatoires UK (CUK) Ethics Committee as well as parental consent will be sought.This research will make important contributions to the fields of music education, online music pedagogy and music performance science by developing and expanding on previous research on online music teaching and learning, as well as gaining a deeper understanding of how students' socioeconomic status may impact online teaching and learning. The findings of the study will be published in peer-reviewed journals such as Music Education Research or the Journal of Music, Technology and Education. Moreover, this study will evaluate existing literature on teaching and learning and summarise the most effective teaching methods for online education.

这项研究旨在识别和分析表演教学（例如技术和表达）以及心理学习过程（例如教师缺席、在线钢琴课程时的沟通或学生的自主水平）。这项研究还将探讨任何这种发展是否受到社会经济地位的影响。研究结果将在在线教学态度中有实际应用，并有助于塑造未来的教学和教学方法。很少有研究关注初级和中级水平的年轻在线音乐学生（例如，Daugvilaite 2021; Dumlavwalla 2017; Pike and Shoemaker 2013，2015）。在有限的可用文献中，有证据表明，由于缺乏物理互动以及教师无法与学生建立融洽的关系，完全初学者很难参与在线课程（Dumlavwalla 2017; Duffy和Healey 2017）。例如，Simones、Rodger和Schroeder（2014，728-729）的一项研究表明，年龄较小的学生比年龄较大的学生需要更多的支持，并且“钢琴教师通过‘触摸’来指导和支持一年级前和一年级小组的学习者”。此外，萨尔瓦多等人（2021，206）得出结论，“初学者缺乏基础知识[和]对细微声音再现的需求，使这些参与者无法像其他人一样积极地看待在线体验”。因此，需要进一步的研究来了解青少年学生的在线学习情况，并为青少年音乐学生提供最有效的教学方法。（Yin 2018，60-61）将用于调查这些问题，因为该项目的主要目的是深入探讨当代教育问题（Biggam 2018，第157页）。多案例研究设计也有助于在更大的研究中检查和比较多个教师的实践（尹2018，52）。本研究将包括三个连续的数据收集阶段：1.飞行员面试; 2.现有文件分析; 3.访谈和观察。在第一和第二阶段的数据收集之前，本研究将寻求皇家音乐学院（RCM）伦理委员会的批准。为了从社交媒体收集数据，还将寻求社交媒体组版主和那些为内容创作做出贡献的人的批准（Thorgersen和Mars 2021，230）。至于第三阶段，由于参与者年龄未满18岁，因此将征求英国音乐学院（CUK）伦理委员会的伦理批准以及家长的同意。这项研究将通过发展和扩展先前关于在线音乐教学和学习的研究，以及更深入地了解学生的社会经济地位如何影响在线教学。研究结果将发表在同行评审期刊上，如音乐教育研究或音乐，技术和教育杂志。此外，本研究将评估现有的教学和学习的文献，并总结最有效的在线教育教学方法。