Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

Abstract

The purpose of this literature review was to synthesize relevant research concerning the blended learning and flipped lesson models, and their potential role in performance-based music classrooms. I provide theoretical backgrounds of these models and introduce Puentedura’s Substitution Augmentation Modification Redefinition model as a possible framework for implementation. Overall effectiveness and challenges of the blended learning and flipped lesson models are discussed. Finally, research and experience-based suggestions for practice are provided to help music educators implement these learning models in their classrooms.

Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

“…Another parameter that needs to be observed in the online education period is the amount of time used for learning activities before the COVID 19 pandemic and during the pandemic times, in three different learning contexts (individual, group and theoretical), specific for the musical field. An important factor that influences the time parameter is experimentation before selecting the right settings for online teaching and learning, especially for adapting to musical activities, and the fact that this process is time consuming (Weiger, 2020). With reference to the relationship between time management skills and their impact on student learning and outcomes, a series of research highlight the relationship as a positive one (Krause and Coates, 2008).…”

Resisting the Factory Reset: Technology Implementation in Our New Normal

“…While my school district did not initially have a solidified hybrid start date, we were encouraged to create an online space that could transition seamlessly into hybrid in-person at any point in the foreseeable future. Using the instructional technology knowledge I had gained through district professional development and my master's degree coursework in Learning Technologies, I gravitated toward the flipped classroom model because I felt it would allow plenty of opportunity for my students to continue to create together as an ensemble (Li, Li, and Han 2021;Weiger 2021). Carolyn Doi (2016, 117) described the four pillars of flipped teaching as:…”

“…While my school district did not initially have a solidified hybrid start date, we were encouraged to create an online space that could transition seamlessly into hybrid in-person at any point in the foreseeable future. Using the instructional technology knowledge I had gained through district professional development and my master’s degree coursework in Learning Technologies, I gravitated toward the flipped classroom model because I felt it would allow plenty of opportunity for my students to continue to create together as an ensemble (Li, Li, and Han 2021; Weiger 2021). Carolyn Doi (2016, 117) described the four pillars of flipped teaching as: A flexible learning environment that allows for a variety of learning modes, a unique learning culture that shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth, intentional content that helps students to develop conceptual understanding, as well as procedural fluency, and the presence of a professional educator who provides students with relevant in the moment feedback.…”

“…On a global scale, string educators examined instructional technology frameworks and teaching models through a music education lens. This work led to the widespread implementation of the flipped classroom teaching model in secondary ensemble environments (Doi 2016; Hwang, Chen, and Sung 2019; Li, Li, and Han 2021; Weiger 2021). Educational scholar Tsz Davy stated that “flipping the classroom inverts the conventional pedagogues to engage students in direct music instruction through digital materials via online platforms and interactive activities during face-to-face learning” (Ng, Ng, and Chu 2021, 1.2).…”

Online music education for sustainable development: Analysis of music learning videos in e-Hakseupteo

“…Although the quality of online learning materials cannot be more important than the impact of a teacher’s instruction, providing various e-learning materials can not only enable students to carry out self-directed learning but can also play a significant role as an auxiliary learning tool (Bonk et al, 2015; Cayari, 2018; Keengwe et al, 2012; Kim, 2013; Kim et al, 2020; Norman, 2021; Weiger, 2021). According to a Korean MOE report, over 200,000 middle and high school students, teachers, and parents insisted that to enhance the quality of remote learning, there was an urgent need for easy-to-understand explanations and interesting learning materials along with the functional improvement of e-learning platforms (Kye et al, 2020).…”