Using a social constructivist theoretical framework, this study investigated the teaching and learning of instrumental music lessons through videoconferencing to children aged 8 to 12.
Student participants were selected from a Canberra private school and divided into the 8-10 and 11-12 age groups. Both age groups were given level-appropriate musical scales and repertoires to practice in four 30-minute lessons over a course of four weeks. Student learning behaviours and learning outcomes were documented and used to develop effective teaching strategies for teaching instrumental music via videoconferencing.
Ultimately, both age groups displayed comparable levels of achievement and positive learning behaviours, suggesting that there were no major differences between the 8-10 and 11-12 age groups.