Melbourne Conservatorium of Music - Research Publications

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Start date: 2020 × Author: Johnson, Carol ×

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    Video Feedback to Support Student Assessment when Teaching Music Online
    Blackburn, A ; Johnson, C (The Melbourne Conservatorium of Music, 2021)
    The use of video when teaching music online is not a new endeavour. However, the implementation of consistent use of video as a feedback mechanism in music performance studies has yet to be fully researched. In tertiary music performance classes, students are subject to formative assessment to advance their musical artistry. These feedback mechanisms for music are more than text-based commentary. Often, they are visual and aural exchanges between a master performer (i.e., teacher) and student to support the essential development of musical artistry and artistic performance of the student’s voice or instrument through social construction. The question of how music teachers can provide online feedback that supports the authenticity of music assessment is now key for technology-enhanced music learning in tertiary music classes. This presentation will outline the challenges and opportunities of embedding video feedback in music classes to support students in developing music performance skills.
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    Advancing your online music teaching
    Johnson, C ( 2021-04-08)
    Second workshop for Research in Music Education (RIME) biennial conference (online)
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    The ‘Best of’ online music teaching: The COVID-19 playlist
    Johnson, C ; Merrick, B ( 2021-04-06)
    Workshop for Research in Music Education (RIME) biennial conference (online)
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    Starting your journey in teaching music online
    Johnson, C ( 2021-04-07)
    Workshop for the Research in Music Education (RIME) biennial conference
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    The Online Music Teaching Toolkit
    Johnson, C (Piano Inspires, 2021-07-28)
    Invited PEdX Speaker for NCKP 2021: The Piano Conference
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    An overview of A Framework for Teaching Music Online
    Johnson, C ( 2023-02-05)
    Presentation at the TeknoDida conference, Helsinki Finland (online), as part of the MUSE project (Accessible and Low Latency Solutions for Music Distance Education, Performance, and Production in Europe).
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    Remote Lesson Learning: Yamaha Australia Project Summary Report
    Johnson, C ( 2022-12-30)
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    Preparing for Remote Piano Lessons: White Paper
    Johnson, C ( 2022-12-30)
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    Post-secondary online music course offerings prior to COVID-19: An Australian context
    Johnson, C (Australian Society for Music Education, 2021-09-30)
    The landscape of post-secondary music performance teaching and music education entered a pedagogical shift towards teaching music online prior to COVID-19. In post-secondary music courses, research indicates that over 40% of post-secondary American music schools within the National Association of Schools of Music offered at least one online music course at the bachelor level (Johnson, 2017). This strongly suggests that prior to COVID-19, American music programs were already shifting away from the traditional music pedagogy of face-to-face teaching to begin embracing the opportunities provided by teaching music online. However, the extent to which this was occurring outside of North America was not yet identified. To evidence further shifts in the global landscape towards post-secondary online music course availability, this research study explored the following research questions within the Australian context: 1) What online music courses are currently being offered at higher education institutions across Australia? 2) What, if any, are the significant changes happening in these Australian offerings over time? Data were examined using a historical methodology of documentation analyses of public-facing websites from all universities (n=43) within Australia. Findings specific to universities, course offerings, and changes over time will be highlighted in the presentation. Implications from this study suggest that differing rates of adoption in online teaching may have provided insight for decisions made during the COVID-19 transitions to online music teaching regarding effective leadership models and professional development models. Future recommendations on further research will also be highlighted. Acknowledgement: The author would like to thank SEMPRE for the funding of this research study.
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    Graduate student online orientation program: A design-based research study
    Lock, J ; Yiu, Y ; Johnson, C ; Hanson, J ; Adlington, A ; Parchoma, G ; Powers, M ; Lock, J (Athabasca Press, 2020-10)
    This book provides a comprehensive overview of current practices and opportunities for blended learning success.