The aim with this auto-etnographic case study was to use and develop the videoobservationprocess my supervisor professor Cecilia Hultberg (2000) used in her dissertation project as a tool in one-to-one tuition in playing drumkit. Hultberg made and used videorecordings of pianoplayers performances to understand their approaches to instructions in printed scores. The videoobservation process contributed to that unspoken dimensions i musicians practice became explicit when musician and researcher made comments on the musicians videorecorded performances. After a course were we, the ph.d students, analyzed each others videoobservations data which Hultberg tought, I wanted to develop the tool in my work as a instrumental teacher.
Managing digital audiovisual material can be time-consuming. Therefore I also wanted to find a adequat way to handle technical equipment in a way wich not would steel lesson-time. The material was collected during year 2012-2014 and consist videoclips and head notes. I acted as instrumental teacher and three students from an educational programe for young musicians participated in this auto-ethnographic case study.
The selection of students and technical equipment wich was used was chosen out of made convenience reasons. The technical equipment which was used was a computer located in the facility, my video camera, my mobile phone, my laptop and service for streaming videoclips online. Ethical considerations that were taken was that the students were informed that they at any time could stop videorecordings and that recordings would not be published without their aprovement. In the report there are no brands and no students name mentioned. The result describe the appropriate steps for the video observation process where the student's performances with oral comments were recorded with my laptop. The video recordings were played back with the same laptop, and commented by me as a teacher with the student during the lesson. The series of videorecorded performances from lessons was gathered in the computer and used for assessment of students learning. At the end of the course there were video recordings made from the situation when the student and I as a teacher discussed the learning. The tool helped to clarify audible and visual details from the young musicians' performances for teacher and student. My verbal instructions as a teacher could be minimized and the students tried several ways of musical expressions. My reflection as a teacher was that learning outcomes where not outspoken to the extent I imagined during lessons. Use of my laptop with software for video processing that came with the computer took a minimum time from lessons. The laptop with integrated microphone and camera were placed on chairs or tables. Adjustments for microphone and camera were done before recordings. The video observation process Hultberg used and wich was further developed in this case study can be used by prospective instrumental teachers. Suggestions for future research is to examine whether the video observation process can serve as tools when a teacher colleague acts as co-assessor of the students learning.
Hultberg, C. (2000). The printed score as a mediator of musical meaning: approaches to music notation in Western tonal tradition. Diss. Lund: Univ.. Malmö.
NGL 2015 Next Generation Learning Conference, 18-19 nov, Högskolan Dalarna, Falun