Emergency Remote Teaching in instrumental and vocal lessons in Portugal
DOI:
https://doi.org/10.25659/rpem.v1i149.20Palavras-chave:
COVID-19, Specialized artistic education in music, Emergency Remote Teaching, Instrumental and vocal learningResumo
This article reports a study of the processes involved in the sudden adoption of Emergency Remote Teaching during the first lockdown due to the COVID-19 pandemic in Portugal. After interviewing eleven instrumental and vocal teachers of the specialised Portuguese music education system, the results revealed four main themes that were addressed in their perception of the impact of ERT, namely: (i) adaptation process; (ii) strategies; (iii) limitations and (iv) implications. Overall, due to the pandemic situation, teachers focused on students' well-being and tried to build a close relationship through synchronous and asynchronous interactions. Teaching was primarily dependent on the support of parents and the availability of technological resources by students. Teachers concerns were to keep the bond and motivation, find effective ways to evaluate their progress and establish effective communication and interaction with them. The adaptation process also revealed five different groups of strategies adopted by the teachers. Apart from the technical difficulties and limited opportunities to use conventional teaching approaches, teachers recognised that students developed autonomy and self-reflection in instrumental/vocal practise during the first COVID-19 pandemic in Portugal. However, they also agreed that this state was strongly influenced by the lockdown, which led to more opportunities for practise. This format has brought teachers and students closer together and made emotional aspects an important element of the lessons.
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