orchestra
Silver Linings of Virtual Teaching Elisabeth Deussen, WMEA State Chair, Orchestra
There are definite challenges to teach- ing and learning to play a stringed in- strument remotely. A subtle adjustment of bow weight or wrist shape that would require little more in person than
a gentle nudge can require lengthy discus- sions and multiple camera angles over Google Meet. Time lag makes it impossi- ble to play together in a virtual format, and sound quality – the foundation of our art – is less than ideal. However, I’ve found numerous silver linings while teaching through a virtual platform. I have been en- ergized by reconsidering my instructional design and implementing new ideas that enrich the curriculum and strengthen con- nection with my beginning string students. Five strategies in particular have yielded such positive results that I will prioritize them when back to in-person instruction.
A Flipped Classroom Model Leads to a Broadened Focus Despite my best intentions, fourth grade strings instruction in my pre-pandemic classroom focused primarily on Skill and Knowledge Outcomes. While Affective Outcomes have always been an inspiring and integral part of the planning process for me, I often struggled to provide enough class time to address and explore them in the way I had planned. This year I am implementing a Flipped Classroom by posting instructional videos and practice guides for students to access asynchro- nously before working with me via Google Meet later in the week. This model has resulted in a notable shift: when students access and practice the weekly Skill and Knowledge Outcomes independently, my synchronous instructional time can ap- proach concepts through aligned Affective Outcomes. This change in instructional pattern has broadened the musical experi-
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ence for my beginning students this year and has inspired me to look for opportu- nities to incorporate a Flipped Classroom model, whenever feasible, into my future in-person teaching.
Asynchronous Learning Inspires Greater Autonomy for Students
In addition to the instructional videos, docs and links that I post each week, my students have access to online resources such as flashcards, YouTube play-alongs and composition apps. I require that my students submit recordings through their Essential Elements interactive accounts on a regular basis. Open-ended assignments that welcome composition and improvisa- tion turn assessment of understanding into a celebration of each individual voice. Asynchronous access to resources pro- motes ownership of learning and enhanced independence, and these opportunities will remain a priority in my classroom.
A Schedule of Supplemental Assignments Promotes Consistent and Broadened Growth Although my students have class only once a week, I have taken advantage of the ease of assigning supplemental work midweek through our Google Classroom. Weekly “Wednesday Bonus” assignments are designed to reinforce and expand upon material introduced earlier in the week by reviewing skills and connecting to con- cepts beyond the music. The “Wednesday Bonus,” which I’ve found to encourage consistent practice and growth throughout the week, will be an integral facet of my teaching plans from now on.
A Shift in the Calendar Allows for a Shift in Focus The preemptive cancellation of this year’s traditional December concert allowed my instructional priorities and timelines to
expand and shift this year. My teaching plans have included more time to question, explore, discover and create on the violin, and a planned February performance op- portunity over Google Meet will highlight student compositions and observations about music. Though a return to in-person instruction will likely bring the return of the December concert, a shift in paradigm could allow for discovery-based learning to set the format for the performance.
A Challenge is an Opportunity for Growth
Before the pandemic, technology use in my classroom was limited to the electric keyboard and the stereo. This year, in ad- dition to revisiting the pace and sequence of my instruction, I have reimagined all of my teaching materials for an elec- tronic format. The new practice guides and flashcards are superior versions of the originals, interactive and impossible to misplace. EEi, a resource that I had not explored before this year, is an excellent source of motivation for my students and a simple platform through which to con- nect throughout the week. EEi and other electronic teaching tools will remain in my teaching plans once back in person.
I can hardly wait to teach in person again. I have missed accompanying beginning students through their first tentative tunes, following the tangents of group discus- sions, and sharing the incredible experi- ence of making music as a group. But I am grateful for the lessons I’ve learned during this time of virtual instruction. My teaching has been refreshed by the efficacy, student autonomy and personal growth that have defined the virtual expe- rience, and it has been an inspiring time of growth, discovery and silver linings both for my students and for me.
Elisabeth Deussen teaches fourth grade or- chestra in Oregon School District. Email:
emdeussen@oregonsd.net
January 2021
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