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Feedback highlighted greater flexibility and improved sound quality.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-application-of-sound-technology-for-teaching-applied-music-lessons-online-a-case-study/594053/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-application-of-sound-technology-for-teaching-applied-music-lessons-online-a-case-study/594053.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What teaching challenge did the study address in 2020?","Question",{"text":62,"@type":63},"The study addressed how educators adapted to technology during the COVID-19 shift to online teaching, particularly for one-to-one studio music lessons.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What specific audio and visual technologies were used?",{"text":67,"@type":63},"Students received condenser microphones, headphones, and webcams. 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Keast and Paul Sanchez  \nThe University of Texas Permian Basin, Odessa, Texas, USA  \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  \nThe COVID-19 public health crisis forced all educators to explore technology in the largest test of online teaching during the spring of 2020. Included in the population of educators were the studio music faculty steeped in a tradition of sideby-side teaching. This research study explored the application of lighting and sound technology adapted to enhance the experiences in a 10-week, fully online course of one-to-one private lessons with a music studio faculty member and his students during summer 2020. The students received condenser microphones, headphones, and webcams with instructions for hardwiring into their home internet connection. The faculty member used the same materials plus a speaking microphone overhead on a boom along with three-point lighting: key, fill, and backlights. The lighting was used to ensure a bright studio, much like a television anchor employs. Students noticed the microphone use by instructor and commented his adaptation to the virtual lessons were more flexible while one participant exclaimed he grew more as a musician and covered more material in virtual lessons than in previous face-to-face lessons with the same instructor. The faculty member noticed better sounds from students when using the condenser microphones and less feedback because of the closed back headphones.  \nKey words: online teaching, technology  \nIntroduction  \nThe COVID-19 pandemic started in the United States early in 2020 and caused massive disruptions in several sectors: medical, political, educational, social, economic and others. By mid-March, the pandemic caused the closure of major cities by way of ‘stay at home’ orders, which resulted in universities moving courses online; local school districts scrambling to teach millions of students remotely; stores, restaurants, and other businesses shutting their doors; and commonplace shortages in the grocery stores.  \nUniversities closed campuses one after another like falling dominos. Many remained face-to-face until their spring break and then moved online for the rest ofthe year. Faculty were given a week or two’s notice to revamp curriculum or re-create face-to-face courses in an online classroom. Those faculty are award-winning educators in their  \ndiscipline, yet mostly untrained in online pedagogy. They were thrown into an unprecedented situation of desperate need, with basic emergency training provided. After a flurry of Zoom meetings, the learning began again, albeit virtually.  \nWas the academic rigor of the course a consideration? Were Americans with Disabilities Act (ADA) and student needs paramount in the course design? Were course objectives aligned with module objectives? Did learning activities promote active learning? We dare to wonder if best practices of online learning were nearly cast aside to make the aggressive deadlines.  \nFaculty accustomed to face-to-face teaching grumbled at the necessary workload to create a virtual course in its entirety and have it in place before students needed it. They are used to a traditional classroom setting where they control the pace, help facilitate discussions, and can alter the  \nAustralian Journal of Music Education 27  \ncurriculum from day-to-day. The concept of placing all content into a course before it launched seemed to violate principles of good teaching. Online pedagogues understand this apparent contention point.  \nOnline teaching is fundamentally different than face-to-face classrooms. Faculty start with learning objectives for the course and learning objectives for each module. From there, they construct activities and assessments that align to the course and module objectives, carefully aligning Bloom’","cbCaiuMhYDq6FZWG","https://ap.wps.com/l/cbCaiuMhYDq6FZWG","pdf",170205,21,"English","# Abstract\n# Introduction\n## COVID-19 disruptions and emergency shift online\n## Online pedagogy requirements and course design alignment\n## Technology use, ADA compliance, and learner needs\n## Faculty workload and development effort\n## Outcomes, hope for blended training, and budget concerns","[{\"question\":\"What teaching challenge did the study address in 2020?\",\"answer\":\"The study addressed how educators adapted to technology during the COVID-19 shift to online teaching, particularly for one-to-one studio music lessons.\"},{\"question\":\"What specific audio and visual technologies were used?\",\"answer\":\"Students received condenser microphones, headphones, and webcams. The instructor used a speaking microphone on an overhead boom and three-point lighting (key, fill, and backlights).\"},{\"question\":\"What results did students and the faculty notice?\",\"answer\":\"Students reported the instructor’s virtual adaptations were more flexible and that they learned and covered more material. The faculty noticed improved student sound with condenser microphones and less feedback using closed-back headphones.\"}]","The application of sound technology for teaching applied music lessons online - A case study | PDF",1792078443,53]