Electronic Theses and Dissertations

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Musical Arts

Department

Music

Committee Chair

David Spencer

Committee Member

Albert Nguyen

Committee Member

David Spencer

Committee Member

Jeremiah Frederick

Committee Member

Josef Hanson

Abstract

In the wake of the COVID-19 pandemic, focus has been drawn to the efficacy of synchronous applied music instruction in the networked environment. In March of 2020, all university faculty in higher education across all disciplines were suddenly forced to adapt pedagogy to a co-present networked environment, many with little knowledge or training in the current technologies. Poor audio and video quality, cold unwelcoming video teaching atmosphere, and frustrating user experience created a difficult networked environment for traditional applied studios. The pandemic accelerated the need for both quality online instructional experiences and formalized training for faculty within the areas of applied music. For a successful online teaching experience, not only does technology need to be creatively utilized, but modifications must be made to the online interaction. Many teachers do not understand the necessary adaptations of teaching techniques and environmental cues for productive co-present networked instrumental studios. If barriers are not recognized – or worse, ignored – frustrating networked learning environments become the norm. This form of instrumental studio space then becomes underutilized based on its perceived ineffectiveness, resulting in missed educational opportunities. For applied instrumental studios to stay current with the rapid expansion of technological development, we must foster methods for creatively utilizing innovative tools in our applied studios. By clearly understanding the challenges, potential opportunities, and implementation procedures existing in grafting networked technology into our teaching practices, educators can more effectively move their studios from a traditional in-person model to studios which seamlessly integrate networked technologies. Today, technology is available to fulfill many of our educational goals. The difficulty most teachers have is identifying and initiating the appropriate platform for the type of activity in which they wish to engage. The purpose of this dissertation is to inform the reader of the various technologies that are available depending on which musical interaction you are trying to engage. My intention is not to prove that networked education is more effective than in-person physical instruction, but instead show options to help overcome barriers present in the existing systems of networked lessons. The goal of this research is to provide information about network technologies which enable applied studios to create seamless and transparent networked interactions, empowering applied instruction in music schools, specifically in higher education, to extend their influence.

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Data is provided by the student.

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Notes

Open access.

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