Instructional videos as a supplement
As a supplement to regular teaching, the teacher creates videos that contain instructions for the student. These instructions may be verbal, visual (e.g., the teacher demonstrating on an instrument), based on images/sheet music, or a combination of these elements. The videos may focus on finger positioning, particularly challenging passages, tempo, ensemble playing, or other specific areas. These videos help the student concentrate on targeted focus areas, allowing them to work at their own pace between teaching sessions.
Navigate the different aspects of the activity here
The purpose of the activity
- To support the student’s work on specific focus areas outside of regular teaching
- To allow the student to work on focus areas at their own pace
Target audience
Music students and conservatory students
Technology/setup
- Video camera/microphone or mobile/tablet for recording
- A method for making the videos accessible to students so they can access them from home. Videos can be made publicly available on platforms like YouTube via QR codes, which can be generated online, or through the institution’s Learning Management System (LMS) such as Moodle, Speedadmin, via email, a private Facebook group, shared drive, or other access-controlled methods
- Mobile or tablet for video access
- Optional video editing software (e.g., iMovie, Microsoft Clipchamp, or Final Cut)
Requirements
Teacher
- Willingness to record videos with a mobile/tablet or camera/microphone. The videos do not need to be highly polished; in many cases, a “quick & dirty” video works fine
- Know how to share videos
- Optional knowledge of video editing or willingness to learn
Student
- Willingness to engage with instructions provided via video
- Access to videos via tablet or mobile device, either personal or borrowed from the institution/parents
- Familiarity with accessing the videos through the designated platform
Before, during and after the activity
BEFORE
The teacher
- Identifies one or more areas of focus, together with the student, to be worked on between teaching sessions
- Creates instructional videos in which they clearly explain, demonstrate, play, or otherwise communicate how the student can work on the focus area
- Makes the video accessible to the student
The students
- May inform the teacher of focus areas they would like instructional videos on
DURING
The students
- Work with the instructional videos between teaching sessions
AFTER
The teacher
- Follows up on the student’s work on the focus areas
Experiences with the activity
Violin students at the Royal Academy of Music in Aarhus/Aalborg have worked with instructional videos featuring orchestral excerpts. The teacher explains that the videos need to “show details on the violin and in the sheet music” and must, “based on experience, anticipate common mistakes and what students need to hear“. The video format has certain limitations, and the teacher notes that “we can’t give too much information in the video, or it becomes too long, and the student won’t listen, but not too short either“. The teacher emphasizes the importance of creating “a user-friendly and helpful video (not only showing how it should sound) that the student will use if we want to see improvement“.
As a violin teacher, Nicolas Sublet has used instructional videos – hear Nicolas explain the activity, experiences, and reflections after completing the project:
Experiences with the activity
Music school students at Aalborg School of the Arts have worked with a few instructional videos where their teacher recorded videos demonstrating how to play various pieces. The teacher has used both instructional and play-along videos and has been asked by colleagues how he feels about appearing on video, explaining that he “tries to make it timeless – I don’t think much about how I look on video – I don’t sit and analyze it – you can quickly become your own critic”.
As a teacher of guitar, bass, ukulele, drums, and ensemble playing, Christian Houmann has created instructional videos for his music school students – hear Christian share insights about the process, experiences, and reflections after completing the project:
Experiences with the activity
Students in Innovative Choir Directing at the Royal Academy of Music Aarhus/Aalborg (RAMA) have regularly worked with instructional videos throughout their studies, which are based on a HyFlex educational model with boot camps, online teaching, and asynchronous preparation. Instructional videos are one of several tools the teacher uses in the program, and he notes that “instructional videos can be a bit ‘lazy’ – they don’t need to be studio-quality recordings”.
As a teacher of choir direction, Jim Daus Hjernøe has been part of the HyFlex/hybrid education program in Innovative Choir Directing (RAMA) with conservatory students – hear Jim explain the program, experiences, and reflections after participating in the project: