Music Student’s Approach to the Forced Use of Remote Performance Assessments

Abstract

Music students at the University of Chichester Conservatoire completed questionnaires about their experience of the forced use of remote teaching and learning due to Lockdown, as imposed in the United Kingdom from March to June 2020, and how this impacted their self-beliefs, decision making processes, and methods of preparation for their performance assessments. Students had the choice to either have musical performance assessed in line with originally published deadlines (still in Lockdown) via self-recorded video or defer the assessment until the following academic year. Student’s choice to defer or submit the assessment during Lockdown was influenced by a range of forced factors, such as adaptions required by online teaching, limitations of rehearsal in their home environment, and the challenges in facilitating and recording their own assessments. Students completed online questionnaires about their self-efficacy, resilience, wellbeing, and provided free text responses explaining the reasoning for their decision to record their performance or to defer the assessment were coded to reveal patterns impacting their decision and preparation processes. Those choosing to submit their assessments demonstrated more strategies in their preparation and reported higher perceived self-efficacy scores. The specific conditions for this assessment, as a result of Lockdown, revealed correlations between resilience and both self-efficacy and wellbeing. The impact on teaching and the student experience is discussed and suggestions to support students in future settings of blended delivery are presented. Theoretical and practical implications are discussed.

Implementation of a Remote Instrumental Music Course Focused on Creativity, Interaction, and Bodily Movement. Preliminary Insights and Thematic Analysis

“…The present research explored the verbal descriptions and reflections of participants who enrolled to a group, online course based on creativity, movement, and collaboration. As such, this work complements other studies that focus on the transition between face-to-face and remote learning (e.g., Camlin and Lisboa, 2021 ; Ritchie and Sharpe, 2021 ), on online music lessons offered to more skilled participants (e.g., Johnson, 2017 ), and on forms of musical learning based on imitation and the reproduction of scores ( Lisboa et al, 2005 ; Hanken, 2017 ). To achieve our objective, we asked four novices to participate in a 12-week, newly designed music course delivered remotely from the start and conducted two semi-structured interviews with each learner after 1 month and 3 months from the beginning of the course.…”

Tennis Home-Training during First Italy Lockdown COVID-19: A Pilot Study in Young Athletes

“…Lockdown period has presented absolutely unprecedented situation for all people and certainly a dramatic shift in teaching, and in the learning [46]. This was not the case only for the education (primary/higher) assessment practices, but also for all that is the recreational and sporting sphere.…”

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“…The present research explored the verbal descriptions and reflections of participants who enrolled to a group, online course based on creativity, movement, and collaboration. As such, this work complements other studies that focus on the transition between face-to-face and remote learning (e.g., Camlin and Lisboa, 2021;Ritchie and Sharpe, 2021), on online music lessons offered to more skilled participants (e.g., Johnson, 2017), and on forms of musical learning based on imitation and the reproduction of scores (Lisboa et al, 2005;Hanken, 2017). To achieve our objective, we asked four novices to participate in a 12-week, newly designed music course delivered remotely from the start and conducted two semi-structured interviews with each learner after 1 month and 3 months from the beginning of the course.…”