Learning in Lockdown: Strategies for Success in Emergency Remote Instrumental Music Tuition

Abstract

The past several years have seen large numbers of educational facilities across the world transition to emergency remote learning, in the wake of mandates imposed as a response to the outbreak of the novel coronavirus, SARS-CoV-2 (often referred to simply as ‘covid’ or ‘covid-19’). Since March 2020, more than 168 million students worldwide have been prevented from attending school in the classroom. Indeed, at the time of writing, there are eleven schools in South Australia, alone, which have resorted to remote learning—and this two years in from the onset of covid-19. A consequence of transitioning to remote learning is that teachers of instrumental music, who typically rely on kinaesthetic models of learning, have been forced to move to a medium which, firstly, does not permit the use of traditional teaching techniques and, secondly, has the potential to negatively affect visual and audio perceptions, which are integral to learning in this subject. In asking the question, what is the best teaching and learning approach to optimise student engagement for instrumental music tuition during emergency remote learning, this study was able to confirm the hypotheses that a) the most effective way to teach during emergency remote learning is to translate key teaching qualities into the remote learning medium, and b) all students can learn remotely. Using cognitive behavioural theory and Biesta’s three functions of education as a framework, this Literature Review analysed and synthesised data in the emerging research field of emergency remote learning, and translated the findings to instrumental music tuition. Six themes emerged from the literature: 1) Organisation, Planning and Preparation, with additional time being needed to gain familiarity with new technology and online learning platforms; 2) Family Involvement and the need for connection and communication with parents/guardians, which was amplified during periods of remote learning, as parents/guardians were responsible for providing the relational aspect of teaching and creating a positive learning environment; 3) Inequalities in Emergency Remote Learning were frequently highlighted, with students of higher socio-economic backgrounds placed at a clear advantage, having easier access to technology and support networks; 4) Teacher Wellbeing was found to be something often overlooked, due to teachers’ dedication to meet student needs; 5) Digital Issues meant it was necessary to redefine learning goals to accommodate the circumstances, as well as to make considerations for the videoconferencing learning platforms; and 6) Student Wellbeing was found to be the best focus for student learning during this time, accommodating student needs through showing sensitivity to the circumstances and balancing expectations with empathy. Thus, the current literature found that thorough preparation, consideration of teacher/student wellbeing and communication with parents/guardians are the foundations from which successful learning can occur (measured in terms of student engagement), not only during periods of emergency remote learning but also in traditional, face-to-face learning. The paper concludes with a number of practical applications, drawn from the themes in the literature (such as selecting easier repertoire for students, providing parents/guardians with tips on creating a positive learning environment and creating a new work-life balance that honours the teacher’s wellbeing, to name but a few), as well as suggestions for future research topics.