Abstract
The present paper reports data from an original qualitative study that investigates how music students reacted to novel remote teaching strategies that emerged during the COVID-19 pandemic. A population of twenty learners enrolled at an Italian conservatory responded to an open-ended survey, verbalising their recent learning experiences concerning three complementary aspects of their everyday practice: (i) how efficiently new remote education settings were implemented, (ii) what novel musical activities have been creatively developed with the help of technology, and (iii) how peer interaction was transformed by the lockdown period. By providing concrete examples, our participants offered insights into the benefits, challenges, and transformations this sudden pedagogical change has produced. Our findings show how different approaches to rehearsal and time management have emerged, in turn impacting on how students prioritise short-term and long-term goals, enhance their creative potential, and establish and renew interactions with peers.
| Original language | English |
|---|---|
| Pages (from-to) | 167-178 |
| Number of pages | 12 |
| Journal | Music Education Research |
| Volume | 23 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 12 Feb 2021 |
Bibliographical note
Funding Information:AS was supported by the Austrian Science Fund (FWF): project number P 32460. We thank all participants who took part in our study.
Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- COVID-19
- creativity
- music student
- music technology
- online learning