Instrumental Tuition by Video Conferencing (ITVC) Project: Evalution Report - Executive Summary
Aims of the evaluation
To assess:
• the overall impact of the ITVC Project on participating pupils;
• the impact the project has had on the musical skills of the pupils involved;
• the impact on motivation to learn a musical instrument and attitudes to music;
• the overall cost effectiveness of delivering instrumental tuition by video conferencing.
Research Methods
The research adopted a qualitative approach in order to collect a wide range of evidence
from project participants at two stages, approximately six months apart. In addition to in-
depth interviews with the project manager, instrumental tutor and technical support
consultant, the evaluation team undertook a review of the project structure and relevant
resources, such as the dedicated website and pupil reports. The design also included:
• visits to all four participating primary schools, involving interviews with headteachers,
school-based project organisers and parents, pupil focus group discussions and
observation of instrumental lessons via video conference;
• follow-up video conference sessions, including further focus group discussions with
pupils at all four schools and observation of instrumental lessons taking place at two
schools;
• follow-up face-to-face group discussion with headteachers and the project manager;
• a visit to one secondary school to meet S1 pupils who had participated in brass
lessons at their primary school.
Key Findings
1. Overall impact on pupils
• Many more pupils in all four schools (30 per year) have been able to learn
instruments than would normally be the case.
• The project has made a significant impact on the number of pupils learning brass
instruments across the region.
• The selection of pupils for lessons on the basis of enthusiasm and commitment
rather than musical aptitude has increased the inclusive nature of the project.
• Pupils appear to be making progress on a par with or better than they would have
done in ‘normal’ instrumental lessons; the reasons for this are as yet unclear but a
key factor may be that learning by video conference challenges pupils to focus a
great deal more carefully.
• Improvements in pupil behaviour and confidence have been marked during video
conference lessons, as has willingness to take responsibility for one’s own learning.
• No pupils or teachers have encountered difficulties in learning to operate the video
conference technologies.
• The ITVC project has nurtured children’s self-esteem, respect for others and positive
interdependence through the emphasis on co-operative learning in small groups.
• In particular, there has been a strong move towards student autonomy.
• Initial training for teachers concerning brass instruments, playing and practice
techniques and video conferencing has greatly benefited the pupils.
• A significant number of parents have taken an active role in encouraging their children to learn an instrument.
• Exposure to professional musicians during ‘masterclasses’ has proved inspirational
for pupils.
2. Impact on musical skills development
• A strong emphasis is placed on development of performance skills and ensemble
playing both by the tutor and the schools.
• Pupils are making excellent progress in instrumental technique and are conscious of
the importance of regular practice.
• Most learners demonstrate accuracy in pitch and rhythm and can discriminate
between different sounds and combinations of notes.
• Most of the pupils who have learnt for a year can play at least eight notes.
• Pupils are making steady progress in reading musical notation and understand
minims, crotchets and quavers.
• Development of music theory knowledge is enhanced by the tutor’s approach during
lessons – namely, to ensure that theoretical learning is embedded within practical
activities.
• More advanced pupils have greatly benefited from the introduction of short extra
lessons on a one-to-one basis in addition to group learning.
3. Impact on motivation to learn an instrument and attitudes to music
• Learning an instrument by video conference is highly motivating to pupils; this is
reflected in the exceptionally low drop-out rate at all schools.
• All pupils interviewed said they were enjoying lessons more after one year than when
they started and many now want longer sessions than 25 minutes with the tutor.
• Most pupils appear to be more motivated to learn an instrument for its own sake that
because of the presence of video conferencing technology.
• Pupils’ ability to read music and to understand musical expression marks and terms
has been greatly enhanced by development of a dedicated, interactive website.
• Many of the pupils have been highly motivated to perform in public despite their
initially limited skills levels.
• The average time spent practising is between 10 and 20 minutes every other day
and some children are already establishing efficient practice routines for themselves.
• The website and CD ROM of backing tracks have been powerful incentives to
regular practice, as has the consistent support and encouragement of school staff
and availability of school premises during the day.
• Pupils transferring to secondary school need information and guidance on how to
continue their lessons there and would benefit from contact with their new teacher
prior to leaving primary school.
• It is generally too soon to assess the impact of the project on pupils’ attitudes to
music.
4. Overall cost effectiveness of the delivery method
• The financial implications of using ISDN6 was recognised from the outset but
considered worthwhile over a limited period to prove that instrumental tuition via high
quality video conferencing could be a viable option for the future.
• Technical support was essential for sourcing the most robust, long-lasting and ‘fit for
purpose’ equipment from the most economically viable suppliers.
• Line rental costs have been offset to some extent by Council provision of instruments
and accommodation and the additional time invested in the project by head teachers,
other school staff and, in particular, by the tutor and project manager.
• Once Broadband connectivity is available, instrumental tuition via video conferencing
should become a fully cost effective method of delivery, in that:
o costs associated with transport and travel time for tutors will virtually disappear;
o tutors will have the capacity to teach a far greater number of children on a weekly
basis than is currently the case;
o the number of primary children dropping out of lessons due to difficulties in
accessing them at their local high school will be drastically reduced.
• To date, pilot schools have made limited use of the technology in other curriculum
and/or management contexts but with support this can be developed, thereby further
justifying the initial investment.
Learning points
• At the commencement of this type of project:
o allow plenty of time for researching and testing suitable technologies and
suppliers;
o consult at all levels and ensure that stakeholders are kept apprised of
developments and decisions that may affect them;
o organise initial training for school-based staff in both technical and musical
aspects in order to increase confidence, competence and self-reliance;
o select pilot schools on the basis of their enthusiasm and commitment to the
project rather than solely on musical reputation;
o select the tutor on the basis of:
- ability to simultaneously cope with the technology and teach an instrument;
- willingness to take on new ideas and adapt their teaching style to suit the
medium.
During the project:
o establish regular communications systems with headteachers whereby their
feedback is used to help shape further developments;
o ensure schools have direct access to reliable technical support;
o ensure the tutor visits all pilot schools at least once per term;
o provide follow-up training sessions for teachers in order to assist the
embedding of video conferencing into school life;
o look to encourage student autonomy both during and between lessons;
o look for opportunities to use the tutor as a trainer of other instrumental tutors;
o avoid allowing the technology to get in the way of the flow of the lessons;
o be prepared to adapt tuition content/format/style to suit individual pupils’ needs;
o schools can encourage parental participation by clarifying the role they can
play, offering opportunities for involvement and inviting regular feedback;
o ensure schools are aware of the implications of sustaining provision well in
advance of the project’s conclusion.
At the end of the project:
o mark the project’s completion in a significant way, such as a concert involving
all pupils via video multilink, an event (workshop/performance) bringing all
pupils together in one place;
o ensure that schools continue to be supported in developing the skills
necessary for using video conferencing in other curricular, management and
professional development contexts;
o plan progression routes for pupils which will enable them to continue to access
instrumental lessons should they wish to do so.
Research Team
• Centre for Education and Industry (CEI) at the University of Warwick:
Professor Prue Huddleston, Director of CEI
Faith Muir, CEI Regional Director
• Royal College of Music:
Dr Janet Mills, Principal Research Fellow, Music Education Research Team
Rosie Burt, Research Officer
• Royal Scottish Academy of Music and Drama:
Celia Duffy, Head of Research, National Centre for Research into Performing Arts
Thea Watt, Research Fellow
References and useful websites
Becta (2004) – Evaluation for the DfES video conferencing in the classroom project –
Cohen,L. Manion,L. & Morrison,K. (2005) – A Guide to Teaching Practice: London,
RoutledgeFalmer
Mills,J. (2005) – Music in the School: London, OUP
Global Leap – website: http://www.global-leap.com
Learning & Teaching Scotland / GLOW – website: www.glowscotland.org.uk
Intrumental Tuition by Video Conferencing (ITVC) Project - Final Evaluation Report (309 KB)