Video recording of practice used in one-on-one teaching
An extra set of eyes on the practice process
Between in-person teaching sessions, the student is given specific, individualized tasks to record and send back to the teacher. These assignments are typically done weekly, and the teacher returns a video to the student that can include verbal feedback and sheet music images with written comments/annotations. Recordings may be shared in a common drive where all participating students can view their own and each other’s recordings. This setup allows the teaching process to continue beyond the scheduled meeting times with the teacher.
Navigate the different aspects of the activity here
Before, during and after the activity
BEFORE
The teacher
- Prepares a clear and specific task for the student
- Specifies which piece should be recorded
- Indicates how long the recording should be
- Outlines how the task should be completed and when it should be sent to the teacher
- Sends the task to the student or provides it during the lesson
- Tasks can be tailored weekly based on the student’s individual needs and challenges. The teacher may also prepare multiple tasks as part of a larger plan, depending on the student’s level and requirements.
DURING
Optionally with a parent/guardian
The students
- Prepare the assigned task (e.g., weekly)
- Record the task
- Send it to the teacher at the agreed-upon time
AFTER
The teacher
- Provides detailed feedback and comments in relation to the sheet music used
- Considers whether the student should make a new recording based on the feedback given
- Prepares the next week’s task and sends it to the students
- Continuously monitors the student’s progress, adapting tasks as the student improves
- If multiple tasks were pre-planned and new needs arise, substitutes tasks as needed
Experiences with the activity
Students at Aalborg School of the Arts have participated in an activity where they complete tasks weekly and send recordings to their teacher. Students approach the recordings differently; one student shared that they “record the entire practice session and edit it before sending it…”, while others “usually do a one-take recording and send it, occasionally recording multiple takes”. One student mentioned that a parent assists with making and submitting the recordings. Students said, “it can be a bit stressful to record, but after doing it repeatedly, it gets easier”. They appreciate receiving feedback via video or text message, though it can sometimes be challenging because “the video can only explain things one way… in class, Maria can explain things in multiple ways if something isn’t understood”.
The teacher has been “very satisfied with the results of the video work. It’s an excellent way to focus on details and maintain strong contact with the student between in-person lessons”. However, the teacher noted that it can sometimes be challenging to “hear fine details, such as with piano pedaling”. Students also “enjoy learning from each other”, though there can be “…some competition among students related to sharing [on the shared drive]”.
As a piano teacher, Marie Esphai has completed an activity where students received weekly assignments to record and receive feedback on.