Exploring music instrument teaching and learning environments: video analysis as a means of elucidating process and learning outcomes

Abstract

This article outlines the methods developed to engage in a detailed investigation of video footage of piano teaching, involving advanced students in both one-to-one and small-group settings. The paper presents the research to date in the field of musical instrument teaching, considers various challenges associated with video footage analysis, and defines the methods followed in engaging in an in-depth analysis of approximately 97 minutes of recorded material. The results highlight various key differences between the learning activities and experiences undertaken by the students involved in the various lessons, and which propose a number of directions for researchers and practitioners in the field of music instrument teaching and learning.

Crossing boundaries: sharing concepts of music teaching from classroom to studio

“…In summarising the literature Daniel (2006) suggests that this is due in part to the isolation of those working in the field and also due to the widely held belief that success in music is a consequence of aptitude or talent rather than pedagogical competence. Most notably within the field of instrumental teaching, the Suzuki approach rejects these factors (Mills and Murphy 1972;Suzuki 1969).…”

“…This approach involves teachers becoming responsive to students' ideas and questions, and being able to extend and challenge their thinking and awareness. Interestingly, Daniel (2006) found that there were differences in the sorts of interactions present in one-to-one lessons as compared to small-group instruction: 'In terms of one-to-one footage, the students participated minimally in diagnostics and not at all in evaluation or advice. In the small-group lessons, students maintained a greater role in these areas .…”

“…Students need to have a large number of strategies, to understand them, and to know when their use is appropriate. Daniel's (2006) overview of the literature suggests practices appear to be teacher dominated (including high levels of teacher talk and teacher control of lesson structure and repertoire) with a high variance in approach, style and effectiveness. It is likely that models of one-to-one teaching can be considerably enhanced by utilising knowledge from the practice of classroom teaching (Young, Burwell, and Pickup 2003).…”

“…See Daniel (2006) and Young, Burwell and Pickup (2003) for discussion of issues surrounding video evidence and for examples of analytical approaches in the analysis of evidence. 3.…”

Popular music pedagogy: Band rehearsals at British universities

“…Given the apparent lack of literature on band rehearsing of popular music within higher education curricula (Creech et al, 2008;Daniel, 2006;Lebler, 2007), despite there being a number of studies involving group work practice, there is a demonstrated need to further investigate this particular rehearsal environment and its associated pedagogy.…”