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The Pedagogy of Long-Distance Lessons
A Case Study of Innovative Ways to Prepare Pedagogy Students for the Teaching Technology of Today & Tomorrow Pamela D. Pike Joseph Watson Louisiana State University
Long-Distance Lessons A Case Study of Innovative Ways to Prepare - - PowerPoint PPT Presentation
Long-Distance Lessons A Case Study of Innovative Ways to Prepare - - PowerPoint PPT Presentation
The Pedagogy of Long-Distance Lessons A Case Study of Innovative Ways to Prepare Pedagogy Students for the Teaching Technology of Today & Tomorrow Pamela D. Pike Joseph Watson Louisiana State University Background & Context Clavinova
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Background & Context
Yamaha Disklavier Acoustic Piano
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Teaching Context
Synchronous teaching via the internet Keyboards/Piano connected to each other
Internet MIDI Yamaha Remote Lesson
Computers (web cams) connected to each other
Skype
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Objectives of Case Study
To expose graduate piano pedagogy students to long- distance instruction To prepare students to engage in short, structured interactions with students at remote locations To acquaint students with current teaching technology & give them tools for troubleshooting To provide students with adequate background to use future technology as it is developed
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Set Up: Internet MIDI
Skype & Internet MIDI Set-Up
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Set Up: Clavinova & Internet MIDI
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Set-Up: Disklavier
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How do you get started?
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Graduate Student Preparation
Introduction to Long-Distance (LD) teaching Tip sheet for online teaching Reflections post teaching Review of video of teaching Continue weekly process throughout the semester
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Graduate Student Preparation
Phase 1: Clavinovas & Internet MIDI (adult students) Phase 2: Disklaviers & Internet MIDI (adult students) Phase 3: Disklaviers & Remote Lesson (children)
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Graduate Student Preparation
Phase 1: Clavinovas & Internet MIDI (adult students)
Initial interaction with doctoral student on campus (LA) 3 Score reading segments with undergraduates (NE) 3 Sight-reading segments with undergraduates (NE)
Phase 2: Disklaviers & Internet MIDI (adult students)
On-site Disklavier/Piano Scan repertoire segment ugrad (LA) 3 Disklavier Repertoire lessons ugrad (MN)
Phase 3: Disklaviers & Remote Lesson (children)
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Sample Clavinova
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Graduate Student Preparation
Phase 1: Clavinovas & Internet MIDI (adult students)
Initial interaction with doctoral student on campus (LA) 3 Score reading segments with undergraduates (NE) 3 Sight-reading segments with undergraduates (NE)
Phase 2: Disklaviers & Internet MIDI (adult students)
On-site Disklavier/Piano Scan repertoire segment ugrad (LA) 3 Disklavier Repertoire lessons ugrad (MN)
Phase 3: Disklaviers & Remote Lesson (children)
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Teaching on Acoustic Pianos
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Video Sample
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Graduate Student Preparation
Phase 1: Clavinovas & Internet MIDI (adult students)
Initial interaction with doctoral student on campus (LA) 3 Score reading segments with undergraduates (NE) 3 Sight-reading segments with undergraduates (NE)
Phase 2: Disklaviers & Internet MIDI (adult students)
On-site Disklavier/Piano Scan repertoire segment ugrad (LA) 3 Disklavier Repertoire lessons ugrad (MN)
Phase 3: Disklaviers & Remote Lesson (children)
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Additional Online Teaching Tools
Online tutorials to supplement traditional face-to-face teaching
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Hal l Leonard Ad Adult ult Pi Pian ano M
- Method
ethod
Unit nit 3
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Ac Accomp mpanime ment Vide ideos Techniqu ique Tutorials Theory y Tutorial
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. 54 54 Int Inter erval Coun val Counting ing Listening Listening to
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LH … Bad LH… Good! RH … Bad RH… Good!
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The Staff and the Keyboard
This helpful diagram demonstrates the relation between the keyboard and the grand staff.
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Intervals
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Good Hand Position
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C Position
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Findings
Graduate student (teacher) concerns prior to 1st lesson:
Flow of communication Planning the lesson Remembering steps/details with the technology Demonstration limited Face time – creating sense of presence
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Findings
Following two lessons & a couple of technology glitches:
More confident with lesson plan & sequential instruction More precise with instructions More confident with interaction Demonstrating more frequently
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Findings
Following two lessons & a couple of technology glitches:
Still concerned with the multi-tasking Still slight panic during technology glitch Developing coping strategies Developing contingencies Thinking about how these would be addresses in studio policies or syllabi
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Findings
Initial interaction (on-site) valuable Short teaching segment feedback critical
reviewed & analyzed promptly
Teachers relied on visual feedback in Internet MIDI initially Deficiencies in teaching exaggerated online Preparation & practice critical
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Suggestions for teachers:
Practice talking through the lesson before going online Have several ways to explain a concept Communicate (via email) prior to lesson (pencils, highlighters, measures numbered on score, short hand communication signals) Demonstrate more Encourage student to listen & respond Break music into smaller segments
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Suggestions for teachers:
Set up 2 cameras (face time; side angle) Set up to change camera remotely Have contingencies (chat feature in Skype) Give shorter concise instructions
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