The use of video has become commonplace in education today. Educators are engaging students with video communication tech-nology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to synthesize research on the use of video as a teaching tool in online and blended courses. A systematic approach was used to identify 64 peer-reviewed stu-dies published from 2010 to 2020. A qualitative synthesis of the studies resulted in four themes: delivering video lectures, fostering discussions with video, using video assessments and feedback, and creating video check-ins. Each theme and related research are discussed in the article. Gaps in the literature are identified and recommendations are made for future research

The purposes of the research were to 1) explore the effectiveness of the blended learning approach of piano on the performance of the major students in the Music department of Hunan Vocational College of Art and 2) to determine the students' perceptions of the blended learning approach through a questionnaire survey. The participants of this study were 59 students majoring in piano, freshmen and sophomores who were studying with a face-to-face method and Violy application at the Music Department of Hunan Vocational College of Art. The quantitative research design of the quasi-experiment and questionnaire were conducted. The paired sample t-test was applied for hypothesis testing while the descriptive analysis—mean and standard deviation were used to report the samples' perceptions towards blended learning. The results revealed statistically significant differences between the scores of piano performance post-test after Violy had been employed and the pretest. The four piano performances measured-accuracy, technique, musicality, and repertoire difficulty had shown the improvement scores of the students once the Violy application was integrated as a teaching method. In addition, the students exposed to the Violy application expressed positive attitudes toward the usage of the Violy application. Therefore, the Violy application is a proven effective learning tool to improve student piano performance.

The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors (N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.

Assessment is an essential aspect of teaching and learning. Not only is assessment necessary to determine whether students have learned what teachers think they have taught, but it also informs the design of instruction and is used to adjust the specific teaching and learning strategies that are used over time. Numerous technological tools are available that enable teachers to be more efficient and effective with this process. This chapter is primarily concerned with the assessment of musical achievement in creative, psychomotor, and cognitive domains. It outlines essential assessment principles, discusses the technology-assisted development of assessments, explores technologies helpful to the process of assessing specific music learning outcomes, and describes new assessment approaches enabled by technology. The management of assessment data and processes via technology is also examined. Keywords: technology, formative assessment, summative assessment, performance-based assessment, assessment evidence, checklists, rating scales, rubrics, portfolio-based assessment

The purpose of this chapter is to describe and discuss ways in which technology may be used to assess student learning outcomes focused on knowledge, skills, processes, and products related to creating, performing, and responding to music. Topics include (1) assessment principles essential to high- quality technology-assisted musical assessment, (2) the design of assessment tasks and procedures facilitated by technology, (3) applications of technology to assessment instruments and assessment management, and (4) technology for assessing learning outcomes related to creating, performing, and responding to music. Technology has the potential to transform assessment in music education, and through that to make a major impact on student learning. Up-to-date links to various technology resources related to this chapter can be accessed at http://www.oup-assessment.billbauer.me. Keywords: music, music education, technology, assessment, creating, performing, responding

The Covid-19 process has deeply affected the act of many professions like fine arts and education in our country similar to the globe. From this point of view, the education of Art can be considered as the most influenced field by this situation. The applied courses conducted by state conservatories have undergone a great methodological change due to this interaction. By adapting to distance education, the question of how and to what extent the course of voice training has changed constitutes the basis of our research. Therefore, by using a semi-structured interview form, online interviews have been conducted with vocal coaches from five different provinces on a voluntary basis to collect the data. Since it is a descriptive research, “case study” model has been used in the study. Content analysis and descriptive analysis methods have been used to analyze and interpret the data. The obtained findings have been analyzed by dividing them into time, method, measures taken, motivation, repertoire, accompaniment and assessment and evaluation themes. During the adaptation process, it has been determined that both the instructors and the students learned how to use online systems like Zoom, Whatsapp, Skype, YouTube to apply technology in the practice. On one hand, it has been determined that they try to protect the continuation of the applied courses, and on the other hand, they try to keep their motivation high against the negativities experienced. In addition, it has been concluded that the vocal coaches became available 24/7, and the curriculum, activity and assessment criteria were transformed due to the process.Note. This is also in Activities category.