Exploring effective teaching methods for young instrumental music students enrolled in one-to-one synchronous online lessons

探索青少年器乐学生一对一同步网课的有效教学方法

• 批准号: 2732711
• 金额: --
• 依托单位: Royal College of Music
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2732711
• 关键词: Exploring; effective; teaching; methods; young; Exploring; effective; teaching; methods; young

This study seeks to identify and analyse performance instruction such as technique and expression, as well as psychological learning processes such as physical absence of a teacher, communication or student's autonomy levels while having piano lessons online. The study will also address whether any such development is mediated by socioeconomic status. The findings will have practical applications in online teaching attitudes and contribute to shaping future pedagogical and didactical approaches.Few studies have focused on young online music students at beginner and intermediate levels (e.g., Daugvilaite 2021; Dumlavwalla 2017; Pike and Shoemaker 2013, 2015). Within the limited available literature, evidence has shown that complete beginners have considerable difficulty engaging in online lessons due to the absence of physical interaction and the teacher's inability to develop a rapport with students (Dumlavwalla 2017; Duffy and Healey 2017). For example, as a study by Simones, Rodger, and Schroeder (2014, 728-729) demonstrated that younger students need more support than older students, and that 'piano teachers guided and supported learners in a Pre-grade 1 and Grade 1 group through "touch"'. Moreover, Salvador et al. (2021, 206) concluded that 'beginners' lack of foundational knowledge [and] needs for nuanced sound reproduction prevented these participants from seeing the online experience as positively as others'. Therefore, further research is needed to understand how the young students learn online and make in-depth recommendations about the most effective teaching methods for younger music students.An embedded exploratory multiple-case study design (Yin 2018, 60-61) will be used to investigate these questions, because the primary purpose of this project is to explore contemporary educational issues in depth (Biggam 2018, 157). A multiple-case study design also facilitates the examination and comparison of multiple teacher practices within a larger study (Yin 2018, 52). This study will consist of three sequential data collection phases: 1. Pilot interviews; 2. Existing document analysis; 3. Interviews and observations.Prior to the first and second phases of data collection, this study will seek approval from the Royal College of Music (RCM) Ethics Committee. To collect data from social media, approval will additionally be sought from social media group moderators and those who contributed to the content creation (Thorgersen and Mars 2021, 230). For the third phase, as it involves participants under the age of 18, ethics approval from the Conservatoires UK (CUK) Ethics Committee as well as parental consent will be sought.This research will make important contributions to the fields of music education, online music pedagogy and music performance science by developing and expanding on previous research on online music teaching and learning, as well as gaining a deeper understanding of how students' socioeconomic status may impact online teaching and learning. The findings of the study will be published in peer-reviewed journals such as Music Education Research or the Journal of Music, Technology and Education. Moreover, this study will evaluate existing literature on teaching and learning and summarise the most effective teaching methods for online education.

这项研究旨在识别和分析诸如技术和表达等绩效指导，以及心理学习过程，例如在线上钢琴课的同时，诸如教师缺乏教师，交流或学生的自主水平。该研究还将解决任何此类发展是否是由社会经济地位介导的。这些发现将在在线教学态度中有实际应用，并有助于塑造未来的教学和教学方法。FEW研究集中于初学者和中级水平的年轻在线音乐学生（例如Daugvilaite 2021; Dumlavwalla 2017; Pike和Shoemaker 2017; Pike and Shoemaker 2013; Pike and Shoemaker 2013，2015，2015，2015年）。在有限的可用文献中，有证据表明，由于缺乏身体互动以及教师无法与学生建立融洽的关系，因此完整的初学者在在线课程上遇到了很大的困难（Dumlavwalla 2017； Duffy and Healey 2017）。例如，作为Simones，Rodger和Schroeder（2014，728-729）的一项研究，表明年轻的学生需要比老年学生更多的支持，并且“钢琴老师通过“ Touch”指导和支持1年级和1级的学习者。此外，萨尔瓦多等。 （2021，206）得出的结论是，“初学者”缺乏基础知识[和]对声音复制的需求，使这些参与者无法像其他人一样积极地看到在线体验。因此，需要进一步的研究来了解年轻学生如何在线学习并对年轻音乐学生的最有效教学方法提出深入的建议。嵌入式探索性的多案例研究设计（Yin 2018，60-61）将用于研究这些问题，因为该项目的主要目的是该项目的主要目的是探索当代教育问题（biggg afth extth exter of当代教育问题（bigg ag afm afam 2018，157，157）。多案例研究的设计还促进了一项大型研究中多个教师实践的检查和比较（Yin 2018，52）。这项研究将由三个顺序数据收集阶段组成：1。飞行员访谈； 2。现有文档分析； 3。访谈和观察。在数据收集的第一阶段和第二阶段，本研究将寻求皇家音乐学院（RCM）伦理委员会的批准。为了从社交媒体那里收集数据，还将向社交媒体团体主持人和为内容创建做出贡献的人寻求批准（Thorgersen和Mars 2021，230）。在第三阶段，由于涉及18岁以下的参与者，将寻求英国音乐学院（CUK）伦理委员会（CUK）伦理委员会的伦理批准以及父母的同意。这项研究将对音乐教育，在线音乐教学和音乐表现的领域做出重要贡献，通过在线音乐教学和学习方面的研究和学习范围来促进社会的发展和发展社会，并扩大了在线学习和扩展学生的社会，并扩大了一项教学的知识，并扩大了一项研究。该研究的发现将在经过同行评审的期刊上发表，例如音乐教育研究或音乐，技术和教育杂志。此外，这项研究将评估有关教学和学习的现有文献，并总结在线教育的最有效的教学方法。