Remote Music Learning
Created and taught synchronous and asynchronous remote music curriculum for Kindergarten through Second Grade Music instruction.
Please note, due to student privacy and copyright restrictions, full video clips are not publically shared.
Clips from live remote instruction, no audio.
About the Project
During Covid-19 Restrictions, students were required to attend specialist classes remotely, either in a synchronous or asynchronous format, accessible on a webpage I developed for my class or live through Google Classroom.
Software:
Open Broadcasting Suite
Adobe Photoshop
Adobe Illustrator
Adobe After Effects
Adobe Premier
Apple Final Cut Pro
Apple Logic Pro
Avid Sibelius
Google Suite
Google Classroom
Goals:
Engaging curriculum, allowing students to still develop musical knowledge skills with peers with as much efficacy as the traditional in-person model.
Support peer collaboration and social interaction remotely
Support diverse student learning needs remotely, including accessibility
Support students with limited technology support and resources or availability of guardian troubleshooting.
Challenges:
Music in the elementary setting is largely a social classroom building student relationships through creative expression. This remote instruction was to be accessible live for remote classes, but also in a recorded format for asynchronous students and still needed to support their learning.
Due to the equity discrepancies with student learning at home, the lessons would need to be built with that in mind. Students wouldn’t have the same instruments at home, the same ability to make sound at home during the workday, the same access to high speed internet, the ability to have parents troubleshoot technology or assist with the lesson for a student.
Many students also have very different needs including IEPs and 504 Plans. Lessons were created with UDL principles in mind.
Additionally, real-time music collaboration required creative solutions due to audio lag and delay during synchronous learning.
Because of all of these challenges, e-learning for early elementary music students didn’t truly exist in any high-quality format. This led to a need to adapt and create many of my own materials, sometimes in collaboration with other musicians and visual artists— carefully adhering to copyright and license requirements when applicable. A strict teaching schedule required a disciplined plan and preparation of materials, as well as communications of constraints with administrative supervisors.
