Video as accompaniment
A longer activity where the teacher records themself playing an accompaniment to a chosen piece of music. This video (or just audio) is sent to the student, who can then practice alongside the video accompaniment at home between in-person ensemble accompaniment sessions. The student records their practice with the video accompaniment and sends it to the teacher.
Navigate the different aspects of the activity here
The purpose of the activity
- To extend ensemble practice beyond in-person accompaniment sessions
- To provide the student with materials they can access and practice with at any time
- To allow the student to work with the materials at their own pace
- To help the student focus on intonation and complex rhythmic elements when playing with another instrument
- To deepen the student’s understanding of the other instrument and its part in the music
- To provide the student with a broader understanding of the piece as a whole
Target audience
Music students and conservatory students
Technology/setup
- Video camera/microphone or mobile/tablet for recording
- A platform for sharing videos, such as the institution’s Learning Management System (LMS) like Moodle, Speedadmin, via email, a closed Facebook group, shared drive, etc.
- Mobile, tablet, or computer to access the videos
Requirements
Teacher
- Willingness to make recordings using a mobile/tablet or camera/microphone
- Be clear on the structure and framing of the activity as wells as the goals
- An understanding of what the student needs to focus on within a piece
Student
- Be open for trying something new and a willingness to watch and listen to themselves play in an ensemble setting
- Familiarity with accessing videos where they are made available
- Know how to record themselves while playing alongside the accompaniment video
- A willingness to record and share their practice
Before, during and after the activity
BEFORE
The teacher
- Familiarizes themselves with the platform where the videos will be shared
The students
- Familiarizes themselves with the platform where the videos will be made available
DURING
The teacher
- Coordinates with the student on which passages need video (or audio) accompaniment
- Records videos of the agreed-upon passages and makes them available to the student
- Sets a deadline for the student’s submission of the practice video
- Creates a space for the student to self-assess, possibly demonstrating how to adjust the video playback speed to suit the practice process
- Reviews the videos submitted by the student
- Engages in dialogue with the student about the videos (or audio) in in-person ensemble sessions, optionally reviewing/watching the videos together
The students
- Practices with the video accompaniment between ensemble sessions, potentially at different tempos
- Records their ensemble practice with the video accompaniment
- Shares recordings with the teacher within the set deadline, using the platform where the accompaniment videos were made available
- Engages in dialogue with the teacher about the videos in in-person ensemble sessions, optionally watching/listening to the videos together
AFTER
The teacher
- Follows up on the students’ progress with the piece
- Together with the student, evaluates the process regarding outcomes, progression, and deadlines
The students
- Reflects with the teacher on the outcomes, progression, and deadlines
- Reflects on their own participation and effort
Experiences with the activity
A group of viola students at the Royal Danish Academy of Music Aarhus/Aalborg participated in a semester-long activity where they practiced with recorded piano parts for selected pieces. The students practiced with the video accompaniment and shared recordings with their teacher. They reported gaining “much more experience with playing with piano” and noted that “it helped to rehearse as a whole from the start, rather than learning to play the part separately at first”. One student felt “less nervous about playing with others”. Students also felt more aware of the complexity of the music when multiple instruments are involved. One student mentioned realizing they “needed to know the piano part better”, while another noted that they “listen differently now”. However, students also felt that the video accompaniment had limits; one said, “the video is helpful up to the point where I can follow the piano and the specific rhythm, but beyond that, the piano doesn’t ‘listen’”.
The students shared their videos with each other, which allowed them to see both the accompaniment videos and the recordings of their peers practicing with the video accompaniment. One student said, “it made a difference that we could see each other’s videos” and that “the other students could see my video”. However, recording and sharing was challenging for some; one student shared that it was initially difficult to send in audio/video and that “Jakob had to encourage us just to send it in”.
The teacher noted that the videos were tailored to “what the students need right now and what I need to work on now”. They found the videos highly effective for “working on technical details—intonation, rhythm—because the medium invites focus on detail”. The teacher acknowledged the influence they have on the students’ practice, commenting, “I determine how they practice (because of tempo preferences)”, which has increased their awareness of this impact. The teacher observed that the viola students developed a better understanding of and sensitivity to playing with the piano, saying, “I think it went better than it has in [past exams]”.
As a piano teacher and accompanist, Jakob Alsgaard Bahr has created accompaniment videos for viola students—listen to Jakob explain the activity, experiences, and his reflections after its completion: