A New Medium for Remote Music Tuition

It is common to learn to play an orchestral musical instrument through regular one-to-one lessons with an experienced musician as a tutor. Students may work with the same tutor for many years, meeting regularly to receive real-time, iterative feedback on their performance. However, musicians travel regularly to audition, teach and perform and this can sometimes make it difficult to maintain regular contact. In addition, an experienced tutor for a specific instrument or musical style may not be available locally. General instrumental tuition may not be available at all in geographically distributed communities. One solution is to use technology such as videoconference to facilitate a remote lesson; however, this fundamentally changes the teaching interaction. For example, as a result of the change in communication medium, the availability of non-verbal cues and perception of relative spatiality is reduced. We describe a study using video-ethnography, qualitative video analysis and conversation analysis to make a fine-grained examination of student–tutor interaction during five co-present and one video-mediated woodwind lesson. Our findings are used to propose an alternative technological solution – an interactive digital score. Rather than the face-to-face configuration enforced by videoconference, interacting through a shared digital score, augmented by visual representation of the social cues found to be commonly used in co-present lessons, will better support naturalistic student–tutor interaction during the remote lesson experience. Our findings may also be applicable to other fields where knowledge and practice of a physical skill sometimes need to be taught remotely, such as surgery or dentistry

Peer-mentoring within the middle and high school music department of the International School of Kuala Lumpur: a case study

The purpose of this study was to observe and document peer-mentoring and its function in music classes in The International School of Kuala Lumpur (ISKL). Specifically, this study examined the influence of peer-mentoring on the socialization of secondary international school children while documenting and analyzing the perception of the students, faculty, and administration of ISKL towards peer-mentoring. Qualitative methodology in the format of a case study that included interviews and observations was selected to examine the experiences and views of both students and faculty at ISKL in relation to peer mentoring in the music department. The researcher served as a participant researcher as he was employed by ISKL as an instrumental music instructor during the time of data collection. Results yielded by the study revealed a number of themes. Peer-mentoring occurred on the campus of ISKL both formally through the structures set in place by the instructors, and informally as students assisted classmates on their own initiative. There was limited administrative awareness of the mentoring taking place. Scheduling appeared to be a significant obstacle to the development of the program. The common instructional language of English and the eclectic nature of the school culture caused the linguistic and cultural variances to be less of a factor. One theme that emerged as the data was triangulated was the role that the transient nature of the school played in the peer-mentoring process, as there was significant turnover from year to year of both students and faculty at the school. Bonds formed between mentors and mentees relatively easily and quickly. Conversely, the short tenure of the music instructors involved hampered the development of the program, as they were no longer present to continue supporting the program

1968 July - December

Morehead State University press releases from July to December of 1968

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 1998.

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 1998

1986 Spring, Memphis State University schedule of classes

Memphis State University schedule of classes for spring semester 1986.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1370/thumbnail.jp