Performing online - Approaches to teaching performance studies in higher education within a fully online environment - Australia

Oct 15, 2026

Uploaded by Franzy

Online education is becoming prevalent across higher education and demands new teaching and learning approaches. Because music is a “hands on” discipline, technology adoption in tertiary music teaching has moved gradually, especially in performance studies. By surveying existing scholarly research, the article examines available technologies and outlines how a constructivist paradigm can use online tools to build meta-skills—social networking, self-management, self-regulation, and self-reflection—alongside technical performance abilities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Online education and the need for new approaches

Literature survey: technology for fully online performance studies

Constructivist teaching: building meta-skills and technical skills

Traditional performance instruction and its limitations

21st-century directions for tertiary music education

Performing online: Approaches to teaching performance studies in higher education within a fully online environment a u s t r a l i a n a s o c i e t y s f o r m u s i c m e d u c a t i o n e i n c o r p o r a t e d Alana Blackburn University of New England Abstract Online education is becoming prevalent across the higher education sector and requires new approaches to teaching and learning. As music is seen as a ‘hands on’ discipline, there has been a very gradual move toward the use of online technologies in music teaching in tertiary education, especially in the area of performance studies. By surveying existing scholarly research, this article investigates the technology available to consider the possibility of teaching performance studies within a fully online environment. Today, music students are also required to develop meta-skills such as social networking, entrepreneurism, self-management, self-regulation, and self-reflection. Through a constructivist teaching and learning paradigm, this article explores how online technology in instrumental or performance studies can support and develop these essential proficiencies as well as continuing to develop technical skills. This study serves as a foundation for further systematic research, and a practical application for online music education. Key words: music education and training, music performance, higher education, eLearning, online education. Introduction As we move through a digital age where the presence of online learning is becoming increasingly prevalent, tertiary music education appears to be an area where there has been little research and application, particularly in performance or instrumental studies (Grant, 2013; Horspool & Yang, 2010; Wilson, 2013). The capabilities and competencies required of music graduates are also becoming increasingly widespread, with the creative industry expecting students to incorporate information technology in a variety of ways (Tregear, 2014). This article will identify approaches that higher education lecturers could use to develop key competencies in performance studies using readily available tools within a fully online platform. Through a survey of existing scholarly research, this paper explores the skills that are required of performing musicians today beyond instrumental competency, and what is currently the best practice for online performance studies that integrate essential metacapabilities and skills to develop independent and self-reflective musicians. In order to do this, the use of technology in music education is explored, surveying the advantagesand disadvantages of web-based instruction. Through a constructivist approach to teaching and learning, this paper will provide a basis for further systematic research and application of online performance instruction, and the practicalities of teaching what is perceived a difficult task; teaching a ‘hands on’ subject and breaking ties with traditional music education. This article will discuss university and conservatorium models of education in Australia, new approaches to online teaching and the effectiveness of peer review and assessment, student engagement, and the use of web technology to increase student independence The information collected will help inform a best practice approach to teaching performance online, and enhance student autonomy within performance studies. Traditional performance instruction and moving forward through the 21st century The traditional method of teaching performance is primarily instrumental or vocal instruction using the ‘master-apprentice’ or ‘mentor-protégé’models. This teaching style stems from 18th and 19th century European music conservatoriums (or academies) when classical music demanded virtuoso training. Institutions offered advanced, one-on-one individual lessons aimed at producing elite performers; mostly in preparation for a solo, orchestral, or operatic career (Bartleet, Bennet

FAQs

Why does higher education need new online approaches for performance studies?

Online education is spreading across higher education, and performance studies require teaching and learning methods that can develop skills beyond what traditional in-person models provide.

How does the article connect online technology with student capability development?

It uses a constructivist paradigm to explain how online tools in instrumental or performance studies can support meta-skills such as social networking, self-management, self-regulation, and self-reflection, while continuing to develop technical skills.

What does the article say about traditional performance instruction?

It describes traditional teaching as primarily instrumental or vocal mentor-protégé style, and argues that focusing on this older teacher-led model may not fully develop the competencies graduates need today for self-sufficient, self-reflective careers.

Oct 15, 2026

Uploaded by Franzy