As well as encouraging a dialogical discourse in the classroom, teacher actions, and engagement with students cultivated collaborative modes of engagement. This involved a pedagogical strategy engaging students in rational questioning and argumentation that allowed learning to be reflected on, articulated, and expressed Millett and Tapper, This social and relational approach was what could be referred to as a critical, creative, and caring pedagogy Lipman, Its importance resided in the interactive and questioning-based style that brought focus on value-laden questions and discussions that in turn led to better teacher-student and student-student connectivity and relationships Spooner-Lane et al.
The teachers slowed down the pace of delivery as teachers realized the benefits of spending more time enquiring about student learning rather than quickly assuming it and moving on.
This allowed time for students to be more purposeful in their language and to articulate their reasoning and thinking behind their answers. This teacher reflected:. T7 I gave students more time to think and respond; it was a symptom of having to operate online and wait for people to finish speaking, but it gave students more time to think, reflect and talk carefully.
With less talking over each other there was more time for students to consider their learning, and more time for me as a teacher to strategize effective approaches.
Teachers responded by describing how this impacted on student confidence. Teachers felt this approach cultivated a supportive learning environment in which students could assert their learning and growing autonomy. T4 What was missing from the online teaching dynamic and the isolated and detached nature in which students were learning was the sense that students were performing for others.
The adrenalin rush we get from performing face to face was an aspect that I needed to recreate in the lesson. Additionally, I saw and became involved with parents being a part of the performance environment much more than before isolation. Teachers used inherent attributes of music —shared experience, synchrony of musical expression, ideas, and aims to offer students a variety of opportunities to practice many of the skills they need to resolve daily challenges successfully.
Despite difficult and challenging circumstances teachers strived to show how personal success was often tied to success with others, and the realization that there are many ways to measure and experience success were examples of skills that teachers perceived of their evaluation of the online experience with students.
The participant instrumental music educators provided students with skills to address challenges. Teachers relational capacity and empathic approaches to constructing learning promoted student agency. Students responded to teachers and the challenges of the new learning environment by themselves being responsive, curious and determined to finding solutions and a way forward.
This brings to focus the recognition that teaching music is a relationally mediated activity. These findings highlight the separation between the requirement to deliver knowledge, but also to motivate students: the two elements do not coincide. It emphasizes that learning music skills and connection to teacher are interwoven so that engagement with activities and the igniting of student passions, motivations and efficacy captures the essence of music education and therefore the deeper function of the teacher.
These findings provide initial evidence of how instrumental music educators crafted online engagement and learning activity with students. Teachers created an environment and learning platform in which students felt competent and involved in the tasks undertaken and the knowledge they were able to share.
Perhaps the most important aspect of this study involves the developing relatedness between teacher and student. As social beings, human behavior is dependent on strong forms of connection, social expression, and relatedness. Psychological needs theory posits that learners tend to choose activities that are conducive to success in their social world and reject activities that inhibit it Deci and Ryan, Relatedness not just to music but to the music teacher enhanced feelings of connection and identity that was socially, emotionally and environmentally mediated.
This study highlights how relationality and connection are impactful emergent behaviors that activate pivotal teacher and student interactions. Whilst these behaviors rely on an interdependence of elements, it is important to understand the ontology of teacher-student connectivity that promotes an understanding to the precursors, promoters, and prevailers of student learning.
Table 1 below details a schematic description and analysis of teacher action in terms of the interactive and relational experience. The secondary and fine-grained analysis of teacher affective and behavioral traits have been further categorized and tabled to outline a graphic spectrum of relational and connective teacher behaviors. Articulating these actions and behaviors is important to the understanding of engagement in a human educative context. It can provide an understanding in the ways in which we as music educators attract students to engage and become involved in their learning, facilitating the learner to find a personalized connection with their teacher and relevance of music.
It can bring understanding to teachers regarding the pedagogies and dialogue they use to illuminate learning processes, being attuned to fostering learning through calibration of crafted interactions and learning opportunities. This outlining of teacher behaviors highlights aspects of teacher recognition, insightfulness, relatedness and responsiveness that establishes and promotes connection with students.
Teachers as expert practitioners have extensive repertoires of past experiences on which to draw on and respond constructively to problems faced in the instrumental music classroom. Recognition of student needs as a teaching practice is automated or intuitive, shaped by tacitly known knowledge. More sophisticated learning and recognition of student needs is dependent on bringing to consciousness and examining assumptions and values behind actions as teachers. Teacher recognition, awareness, and apperception of learner needs can build on connection and relatedness in developing students independence with novel challenges and new contexts, critically evaluating themselves as learners.
Teacher attentiveness and attunement to promoting not just learning strategies but the learning climate can re-calibrate teacher pedagogy and behaviors that maximize student learning.
This study investigated instrumental music educators who reflected on their practice to consider how they accommodated learning over 8-month amidst COVID isolation and enforced online engagement. Through qualitative analysis of interview data, connective, communicative, and agentic themes were identified to depict how teachers engaged, promoted, and personalized understanding for student connectivity and well-being.
It was clear that teacher participants were passionate about the value of music education, describing diverse experiences and incidents that engaged with and fulfilled musical enrichment for their students. It is evident that these participant reflections have illuminated teacher awareness of relational strategies that may continue to work and be successful for teachers and learners once normal face to face environments recommence.
With this deeper understanding gained, future research might also examine the levels and qualities of differentiation of connection required by diverse learners as an adept skillset used by teachers.
In an age where music education is suffering institutional fiscal constraints and a crowded curriculum, this area of research may pave the way for establishing significant markers of connection, identity, and student self-esteem procured through the unique learning relationships cultivated through music education.
While drawing on a small number of in-depth interviews, these findings speak to the need to understand how to develop a successful and rich secondary school teaching practice. Beyond the scope of this study was the additional work music, emotional involvement and in many cases financial stress and hardship endured by instrumental teachers in ensuring the continuity of instrumental music programs whilst isolated from schools and students. The online habits cultivated in a class of 25 plus can be damaging to the high level engagement and interaction that occurs within the instrumental music lesson.
It points to affordances as well as limitations in use recording and reflecting as a pedagogy of practice, where face to face interaction offers the most social and interactive of human qualities and needs. Teachers situational adaptivity, and willingness to themselves explore, improvise and innovate created new learning relations and levels of understanding and reciprocity that allowed students to feel comfortable.
Teachers open windows of opportunity to meaningful educational journeys, and those who can demonstrate a rich repertoire of interactional and dialogic teaching skills within diverse and complex systems will be well equipped to meet the needs of the 21st century student. LB conducted all the research, data gathering, analysis, and writing of this original research project. The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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