BY JOSEPH ASQUITH, LEAD WRITER (EDUCATION)
So, we’re just over a month (maybe under a month…maybe a few years…who actually knows?) into lockdown.
This somewhat amorphous time period has given us some time to adapt to this strange new reality that we are living.
Writing for CutCommon from home is not a huge removal from “normality” (apart from being unable to physically attend concerts). And in regards to performance, prospective concerts were in the offing, but for the moment there’s plenty of time to practise and to reschedule in more certain times. However, my own teaching has certainly undergone significant restructuring with the emergence of lockdown laws in transitioning to online delivery.
I’m currently in the United Kingdom with a new post that I accepted quite a few months before COVID-19 took hold. In these months, I was busy familiarising myself with the new school curriculum along with the GCSE (general certificate of secondary education) and A-Level music syllabi, which was totally new to me being an overseas teacher. But with the grip of coronavirus tightening in late February, there was a looming sense that this school year was going to be (to put it politely) unique.
After revising quite intensely over the GCSE/A-Level material, it was later announced that end-of-year exams were cancelled across Britain. British music teachers had to adapt fast to redesign coursework for students. What is more is that this had to be entirely online. And so, online forums, virtual video conferences, new coursework material, and masses of emails among the music teacher community ensued.
For a subject which is highly practical, physical presence is extremely important in music. Just as a live performance exudes the benefits of authenticity and emersion, so too does a physical classroom allow live feedback, enjoyment of group work, musical resources, performance opportunity, and interaction with classmates.
How does this work with remote learning? Truthfully, it largely remains to be seen.
Theory work, listening tasks, and performance activities can be facilitated but there are many obstacles. How can students do group work? What if a student’s parents/caregivers aren’t able to help them with their work? How can students remotely complete a practical or composition task? Will all of my instructions make sense for the students?
It is rather a stressful thing. However, from what I have garnered from the UK Music Teacher online conferences and discussion forums, people are happy to share resources and to help one another. There is no pressure to reinvent the wheel or to be super innovative. It’s a difficult time. My own approach is that keeping content simple, at least for now, is the best approach.
Depending on how long the coronavirus impacts us, we can at least spend some time gaining momentum with online leaning and becoming more comfortable with this style of lesson delivery.
There are, of course, some small silver linings: we don’t have to get up obscenely early, we don’t have to spend time making ourselves look presentable, we don’t have to worry about beating the peak-hour traffic. Considering these small benefits add to a more positive mindset.
I am grateful that I am in a situation where I can work safely from home, and consider myself extremely fortunate and privileged that I have the option to comfortably retreat in my house.
For what it’s worth, my own advice to music teachers working remotely would be:
- Plan methodically;
- Seek help from colleagues;
- Keep activities simple and effective;
- Maintain open communication with students through email;
- Don’t place pressure on yourself to devise groundbreaking lesson content, as this predicament is new to us all.
Aside from that, remember to take advantage of those small pleasures – exercising, reading a book, napping, Netflix – in moderation to punctuate the “school day”.
Stay safe and healthy, readers!
What does this story mean to you?
If you like, you can shout Joseph a coffee for volunteering his time to share his story during COVID-19. No amount too much or little.
Images supplied. Featured image shows Joseph’s home workstation.
Pay what you like via PayPal. 80 per cent of your contribution will go to the writer, and 20 per cent to our volunteer editor for getting this show on the road.
