Teaching Music Online: Using Microsoft PowerPoint to Create Prerecorded Lessons

Norman, Timothy David

doi:10.1177/1048371321996292

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…Sean Beirnes and Clint Randles (Beirnes & Randles, 2022) found that teachers use digital tools to enhance students' experiences and enable them to be creative, which was not possible before the pandemic. Furthermore, the digital tools provide the teacher with the opportunity to better understand and support students during learning (Duncan, 2021), offer pre-recorded music lessons with interactive elements (Norman, 2021b), and help to assess students' level of understanding and facilitate feedback (Norman, 2021a). Digital tools and platforms help music teachers to share material, communicate, exchange messages and keep track of all work done (Biasutti et al, 2021).…”

Section: Teaching Modes and Digital Tools That Support Music Educationmentioning

confidence: 99%

The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature

Stramkale¹

2022

Human, Technologies and Quality of Education, 2022

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The study topicality is related to the impact of the Covid-19 pandemic on music education in various educational institutions worldwide. This literature review aimed to summarize and identify current issues related to music education during the Covid-19 pandemic. The study used publications available in the Sage Journal database and published in the last three years (2020-2022). The study addressed three research questions. RQ1: What teaching modes adopted during the Covid-19 pandemic in music education are mentioned in studies, and for what purposes are music teachers using digital tools? RQ2: What are the challenges and benefits of teaching and learning music during the Covid-19 pandemic? RQ3: What are the common reasons for music teacher burnout, and how to ensure the teacher’s and student’s well-being during the music teaching and learning process in the Covid-19 pandemic? The literature review allowed us to identify three thematic groups that affected music education during the Covid-19 pandemic: (1) The teaching mode and the digital tools that support music education; (2) The challenges and benefits in teaching and learning music; (3) The stress and well-being of music teachers and students. The study revealed that music teachers mostly use digital tools to promote students’ creativity, support learning, and assess outcomes. During the Covid-19 pandemic, teaching and learning music were associated with several challenges: learning organization, providing the material and technical base, learning to play musical instruments, communication and support for students. That resulted in increasing the workload and a lack of control over equipment and performance, which affected the well-being of music teachers. Despite the challenges, music teachers seek and create several solutions to improve the overall effectiveness of music education in the changing epidemiological environment. The findings describe the impact of the Covid-19 pandemic on music education and help music teachers to understand the problems that occurred during the pandemic.

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Section: Teaching Modes and Digital Tools That Support Music Educationmentioning

confidence: 99%

The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature

Stramkale¹

2022

Human, Technologies and Quality of Education, 2022

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“…This is beneficial for those families who have limited access to electronic devices and require greater flexibility. Last, with the technology available today, it is quite manageable to create engaging and interactive prerecorded lesson videos (see Norman, 2021aNorman, , 2021b. Students can work through these lessons at their own pace, as they have the option of pausing and rewinding the video, which is not possible during a live lesson.…”

Section: Benefits and Disadvantagesmentioning

confidence: 99%

“…In two previous columns, I describe how general music teachers can create prerecorded lesson videos using Microsoft Powerpoint (Norman, 2021a) and share these online using Microsoft Stream and Forms (Norman, 2021b). My current experience of online learning significantly draws on the content described in Norman (2021a), as I have continued to prerecord general music lessons using Microsoft PowerPoint. However, I have not been using Microsoft Stream and Forms, as the school in which I teach has subscriptions to products that provide similar functions.…”

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confidence: 99%

Reflections on Teaching General Music Online During Lockdown

Norman¹

2021

Journal of General Music Education

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“…The use of online interactive teaching mode in university music teaching under the background of informationization 3 lessons is as effective as or better than traditional instruction and that the method can meet the individual needs of different students and save time and effort [18].…”

Section: Introductionmentioning

confidence: 99%

The use of online interactive teaching mode in university music teaching under the background of informationization

Ni,

Yang,

Liu

2023

Applied Mathematics and Nonlinear Sciences

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This research method uses vocal recognition, classroom interaction analysis and social network analysis theory to cluster audio data through the process of data collection and feature extraction, active speech detection and speaker change detection, and finally quantifies and visualizes classroom data based on S-T analysis and social network analysis methods, and calculates corresponding indicators for qualitative analysis. After reforming the teaching mode, 80% of students expressed great satisfaction. The information-based teaching tools resulted in an overall upward trend in the grades of the three classes. In the middle and high score range of 80-89, Class 1 increased by 34%, Class 2 by 37%, and Class 3 by 28%, and all three classes showed a more significant increase. Regarding classroom interaction behaviors, teachers' verbal behavior rates decreased from 55.86% and 44.01% to 27.48%, while students' verbal behavior rates increased from 21.92% and 21.23% to 39.73%.

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Teaching Music Online: Using Microsoft PowerPoint to Create Prerecorded Lessons

Abstract: The COVID-19 pandemic has resulted in many schools temporarily moving to online learning. For some general music teachers, this involves prerecording lessons. This column discusses how general music teachers can create prerecorded lessons using Microsoft PowerPoint.

Cited by 6 publications

References 11 publications

The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature

The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature

Reflections on Teaching General Music Online During Lockdown

The use of online interactive teaching mode in university music teaching under the background of informationization

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