Video recording of practice used in group/ensemble teaching

Students record videos of their own practice sessions. These can be longer or shorter segments, selected either by the students or the teacher. The videos are shared digitally within the group of students and the teacher, who uses them as a basis for reflection, feedback, and/or discussion. 

This activity of recording one’s practice can be implemented in many ways. Links to different approaches are provided at the bottom of this page. 

Navigate the different aspects of the activity here

Purpose and target audience
Technology/setup
Teacher/student requirements
Links to different approaches

The purpose of the activity

  1. To provide the teacher and/or other students with insight into each student’s practice process 
  2. To help students gain insight into and reflect on their own practice 
  3. To offer feedback to students based on an understanding of their practice process—focusing on both process and performance 
  4. To develop students’ feedback and reflective skills 
  5. To improve the quality of practice, learning, artistic expression, and performance 
  6. To prioritize process over the final result

Target audience

Music students and conservatory students 

Technology/setup

  • Video camera or audio recording using a mobile device or tablet 
  • A way to share videos, such as the institution’s Learning Management System (LMS) (e.g., Moodle, Speedadmin), email, a closed Facebook group, or a shared drive 
  • A mobile device, tablet, or computer to access the videos

Requirements

Teacher

  • Willingness to take on a changed teacher role, one that is more coaching/facilitating with a focus on the process. 
  • Establish a well-defined structure that includes setting guidelines, planning, and clear objectives 
  • Awareness that observing students’ practice sessions may be challenging, especially if you haven’t tried it before 
  • A reflective and curious approach to practice 
    • For instance, starting with reflection on their own practice routines 
    • If relevant, reading theoretical or musician-focused texts and materials on practice to bring informed insights into the activity 
  • Awareness that video sound quality need not match classroom or professional recording standards; the focus is on observation  

Student

  • An openness to trying a new approach and inviting the teacher into an otherwise private practice space 
  • Open toward sharing aspects of their process (videos, comments, etc.) 
  • Willingness to create honest recordings, including accepting mistakes; the teacher can only provide effective support if recordings genuinely reflect what happens during practice 
  • An understanding of how to access/upload videos to the designated platform