Synchronous online teaching (as a flexible choice from time to time)
An activity where individual lessons or group sessions with multiple students and potentially different instruments are conducted entirely or partially online. This may be done to test the format or when the teacher or student(s) are unable to attend in person, such as due to travel. Holding the activity online does not necessarily change the content or goals of the teaching. However, moving the learning environment online can impact the teaching approach and pedagogical methods used, and for some students, it may turn out to be a preferred choice. For example, some students may prefer online teaching from time to time, as it changes the focus and pedagogical approach, which can have positive effects on their perceived learning.
Navigate the different aspects of the activity here
The purpose of the activity
- To maintain continuity in teaching while allowing for a certain level of flexibility
- To ensure the teacher can continue teaching and stay in contact with students during periods of travel
- To enable students to participate in lessons if they cannot attend physically, due to travel or long distances from the teaching location
Target audience
Music students and conservatory students
Technology/setup
- A platform supporting online meetings, such as Zoom, Teams, WhatsApp, etc., that the institution has access to
- A mobile phone, tablet, or computer allowing the student to access the online meeting space
- Consideration of the internet connection: regular Wi-Fi (wireless or via cable) may have audio delay, but if the institution has access to a LoLa (low latency) connection, there is minimal delay. Most lessons can proceed even with some delay, as teaching typically alternates between speaking and playing, and experienced teachers are well versed in discerning where students need guidance
- A room either at the institution, at home, or wherever the teacher/student(s) are in the world
- Optional, headsets for both the teacher and students
- Optional, a setup for the teacher to deliver online teaching on a regular basis, enhancing technical options for camera angles, sound, etc.
- Much teaching can still be conducted effectively with a standard mobile phone, tablet, or computer.
Requirements
Teacher
- A willingness to conduct lessons online
- Curious to discover which teaching activities work well online, which need adjustment, and which are best conducted in person
- Patience with both the equipment and the students
- Acceptance that an online teaching environment differs from the physical one regarding sound and student interaction, but also offers unique possibilities
- Finding a technical setup that suits the subject being taught and is feasible to implement—this doesn’t need to be expensive or extensive, just functional
Student
- A willingness to engage in online learning
- Patience with both equipment and the teacher
- Acceptance that an online environment differs from the physical one regarding sound and interaction with the teacher
- Finding a functional technical setup that meets the lesson’s requirements without needing to be costly or complex
Before, during and after the activity
BEFORE
The teacher
- Prepares the lesson based on the students’ level and progress
- Locates sheet music
- Arrange the physical setup, so everything needed is within reach and clearly visible on camera
- Checks the lighting—avoiding overexposure, adjusting curtains, or placing a lamp closer if necessary
- Prepares the technical setup
The students
- Prepare for the lesson
- Locate sheet music
- Arrange the physical setup, so everything needed is within reach and clearly visible on camera
- Checks the lighting—avoiding overexposure, adjusting curtains, or placing a lamp closer if necessary
DURING
The teacher
- Conducts the lesson
- Focuses on contact and communication with the students
- Adjusts the technical setup and teaching activities as needed
The students
- Participate in the lesson
- Focus on contact and communication with the teacher
- Adjust technical settings as needed
AFTER
The teacher
- Notes agreements made with students
- Evaluates the lesson
- Assesses the chosen teaching activities
- Evaluates the technical and physical setup
- Prepares for the next session
The students
- Notes tasks and preparation needed for the next lesson
- Reflect on the lesson
- Practice based on input received during the lesson
- Prepare for the next session
Experiences with the activity
Pre-academy school students (MGK) from Aalborg School of the Arts, playing various instruments, completed a series of online group lessons with their teacher, who was traveling. The teacher considered the possibility of making this an ongoing online group session, perhaps once every two months.
The teacher shared that the pre-academy school students appreciated not missing out on lessons and were “very engaged (…) and open about being on camera”. Students would “bring their own computers” and join the lesson. The online setting provided a “very cozy experience, where we could still be together no matter where we were (…), and it was really nice”. For the students, it became a “shared experience”.
As a piano teacher, Marie Esphai led a series of online group lessons with pre-academy school students.
Experiences with the activity
A student from the Royal Academy of Music Aarhus/Aalborg participated in weekly online violin lessons for an entire semester. The student lived in another country and had limited ability to attend in-person lessons. The teacher explained that synchronous online teaching serves as an alternative when students cannot attend in person, though in-person teaching remains preferred. Challenges in teaching violin online include difficulty in “seeing” posture and finger technique. However, the teacher feels he has learned to “teach more with his ears than his eyes”, listening intently for technique. The teacher also noted that it’s important to arrange the room setup to allow the camera to capture his movements. One challenge is signaling to students when they should stop playing; a button or signal would be useful. The teacher has found he’s “gradually finding a better way to communicate through Zoom” but emphasizes that he must be “very clear in all explanations, as some details are lost through the screen”.
As a violin teacher, Nicolas Sublet worked with a student living in another country during their studies.