Video recording of practice used in one-on-one teaching
Practice video diary
A 1–3-month activity where the student creates a video diary documenting their practice process. The student records their practice 2-3 times per week, which are sent to the teacher to provide insight into the process. The student receives digital feedback and guidance from the teacher based on these videos.
Navigate the different aspects of the activity here
Before, during and after the activity
BEFORE
The teacher
- Agrees with the student on how long the video diary will be done
- Sets clear goals for the activity
- Agrees on a format on length and content of the videos with the student
DURING
The teacher
- Reviews the student’s video recordings
- Sends videos with feedback and guidance to the student on an ongoing basis
The students
- Record their practice based on the agreed format on length and content
- Share recordings with the teacher
- Work continuously with the feedback and guidance provided
AFTER
The teacher
- Reflects with the student on the progress achieved through their work with the video diary
The students
- Optionally, review the recorded videos in sequence at the end of the activity to observe development and identify further areas for improvement
Experiences with the activity
Piano students at the Royal Academy of Music Aarhus/Aalborg have made a video diary over a period of three months and received feedback on their practice process. Students found that recording oneself can be challenging, as it forces them to confront the sometimes “harsh reality” revealed by the videos. However, the recordings also allow them “to assess my playing from an external perspective, which is very beneficial“, one student explained. During periods when the teacher isn’t available, students found that the video diary and associated feedback help maintain continuity in teaching and the relationship with their teacher. As one student described: “… I watched his video [the teacher’s feedback video]; it really felt like he was teaching…”.
The teacher noted that this approach offers valuable insight into students’ practice methods and pointed out that “video can be used to listen for different things—and that what we think we’re doing in our minds doesn’t always come across as we think“. The teacher and students have also adapted this activity to prepare for a concert and to record a live concert performance.
As a piano teacher, Martin Qvist Hansen has worked with a video diary of practice with his students.
Experiences with the activity
Violin students at the Royal Academy of Music Aarhus/Aalborg have been sending practice videos about once a month over a 2-3-month period. The teacher provides feedback either in writing or at the next lesson. Sometimes, teacher and student watch the video together during the lesson and discuss what is happening in the video. One student explained that “the digital aspect and the recordings become very naturally integrated into the teaching” and that they “used it for practicing techniques… focusing on how to practice and strategies for practice”.
The teacher noted that “this type of exercise encourages them to think more about their practice technique,” but explained that giving feedback on practice puts the teacher in a different role. “Practice technique is very personal, and it’s never easy to show something unprepared as a musician. So, it’s important for the student to show a true practice session, but the teacher must stay in a supportive role to improve practice technique, not as a teacher offering violin performance advice”.
The teacher and students have also used a variation of this activity, where the student performs an entire piece and sends it to the teacher for either written or verbal feedback as preparation for a concert. However, it is important to consider “…the time remaining before a concert/competition/audition and the psychology of the students”.
As a violin teacher, Nicolas has worked with recordings of his students’ practice