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The paper outlines how teachers can collaborate with learners to create positive outcomes through creative activities, curriculum diversity, and deliberate attention to student and staff well-being. It argues remote teaching may become a continuing part of schooling as lockdowns persist, with teachers responsible for motivating engagement and valuing students’ genuine efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-music-remotely-in-regional-victoria-in-2020-year-like-no-other/582012/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-music-remotely-in-regional-victoria-in-2020-year-like-no-other/582012.png","ImageObject",300,407,{"name":92,"@type":93},"Valentina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges did the author identify for remote music teaching in regional areas?","Question",{"text":112,"@type":113},"The author highlights connectivity problems for families on remote properties and disruptions during lockdowns, including additional caregiving responsibilities when schools closed. Boarding and international students also faced scheduling differences and poor internet access.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper suggest teachers support students during remote learning?",{"text":117,"@type":113},"Teachers should be flexible with teaching and expectations, provide alternative and creative ways to learn music, and foster collaboration and emotional connection. The author emphasizes planning engaging subject material and recognizing students’ genuine efforts.",{"name":119,"@type":110,"acceptedAnswer":120},"Which learning platforms did the author describe using in 2020?",{"text":121,"@type":113},"The school used Microsoft Teams, while many music students relied on email and sent downloaded videos and screenshots to a USB that they posted or delivered to the author’s home letterbox.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582012,1792668804,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},13056703020460,"https://ap-avatar.wpscdn.com/avatar/be000253dac470eee5d?_k=1778207105932848923","Teaching music remotely in regional Victoria in 2020: year like no other  \nBenjamin Singh  \nDeakin University  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nAbstract  \nThis paper reflects the challenges and opportunities created by teaching and learning music remotely, due to the impact ofCovid – 19, for students and teachers living in regional areas of Australia. How teachers can collaborate with students to build positive outcomes by providing creative opportunities and presenting and promoting diversity while also underwriting student and staff well-being. Remote teaching may become a regular part of school life as we know it in the future and as lockdowns persist, stress continues to impact and disengage many students. We as teachers have a responsibility to plan for and provide interesting and alternative ways to teach our students by offering subject material that helps engage and motivate them, acknowledging each students’ genuine attempt and supporting what remains important to them during their remote learning days. These alternative ways can include celebrating and engaging in the aspects of music in the everyday lives of students and their families. By understanding the difficulties associated with remote learning in rural settings and supporting students and their families and pets, teachers and students can embrace and share the joys of experiencing living the country life, so important to all regional students and their families.  \nBackground  \nI am a qualified strings teacher. I previously completed a Bachelor of Music, Graduate Diploma of Instrumental Performance and a Master of Musical Studies at the Queensland Conservatorium. As a violinist, I have 25 years’ experience as a teacher, conductor and performer. I worked primarily on the Gold Coast (Queensland) before moving to Victoria a few years ago with my family. The perfect‘tree change’ from the heat and chaos was a breath of fresh air for the mind and soul. Upon my arrival I was fortunate to be included in some community music activities, and was offered a teaching position at a college close to our new home. I was granted‘permission to teach’ with the responsibility to register for studying a Master of Teaching (MTeach) program. I started the MTeach at Deakin University in 2017 as an off-campus student specialising in double music methods. This program has played an important part in my teaching and learning. My teaching position at the school involves classroom teaching from Year 6 to Year 12 (VCE music), orchestras, small ensembles and private string  \nteaching from Prep –Year 12. Many of the students are fifth and sixth generation Australians whose families are third and fourth generation sheep, cattle and wheat farmers. I found in this town everyone knows everyone, and local cemeteries tell tales of many first settlers of the area whose grandchildren and great grandchildren still carry their names in the town.  \nAs a busy classroom music teacher and strings’pedagogue, husband, father and grandfather and part-time MTeach student, I reflect on my teaching and learning (Schön, 1983). Never has there been such a time where the joys and pleasures of music were more important than during the days of social isolation and consequential loneliness during COVID-19 lockdowns. I agree with Elvers (2017) that experiencing music could serve as an ‘aesthetic surrogate’ for social and emotional interaction.  \nThe challenges of remote teaching  \nLiving regionally can be challenging in many ways. I found communication is key, it binds us across long distances between town and homes, the  \nwider community and world. Basic connectivity uses devices that pose regular challenges for many who live on remote properties. With the onset of lockdowns, the problems of remaining connected were exacerbated with many parents and caregivers forced to take leave from employment to care for children as schools acr","cbCaiiunDqOf3CbL","https://ap.wps.com/l/cbCaiiunDqOf3CbL","pdf",98114,"English","# Abstract\n# Background\n# The challenges of remote teaching","[{\"question\":\"What challenges did the author identify for remote music teaching in regional areas?\",\"answer\":\"The author highlights connectivity problems for families on remote properties and disruptions during lockdowns, including additional caregiving responsibilities when schools closed. Boarding and international students also faced scheduling differences and poor internet access.\"},{\"question\":\"How does the paper suggest teachers support students during remote learning?\",\"answer\":\"Teachers should be flexible with teaching and expectations, provide alternative and creative ways to learn music, and foster collaboration and emotional connection. The author emphasizes planning engaging subject material and recognizing students’ genuine efforts.\"},{\"question\":\"Which learning platforms did the author describe using in 2020?\",\"answer\":\"The school used Microsoft Teams, while many music students relied on email and sent downloaded videos and screenshots to a USB that they posted or delivered to the author’s home letterbox.\"}]","Teaching Music Remotely in Regional Victoria in 2020: Year Like No Other | PDF",1792042450]