Music Lessons in Distance Learning and a Presentation of Musical Objectives in the Affective, Psychomotor and Cognitive Domains

Abstract

The aim of the study was to determine the distribution of planned music objectives in the affective, psychomotor and cognitive domain in the associated taxonomic categories in the internship of student teachers (full-time students of primary education in the academic year 2019/20). The research sample included 84 third-year undergraduate students who conducted distance music lessons in pairs (n = 42) via video explanation, and 55 first-year Master of Elementary Education students who independently taught distance music lessons (n = 55) at the elementary level during a condensed two-week internship under the supervision of a general education teacher. This study utilised a descriptive method of empirical pedagogical research. Data were obtained by analysing 97 lesson plans. Using a t-test, some statistically significant differences between the two groups of student teachers were found. The conditions that were found and the differences can be attributed to several factors, such as the difference in the amount of acquired musical-professional and didactic competences between the two groups of students, the particularities of distance learning, and the fact that the 3rd year students had their practicum under the guidance of professional didacticians and the master’s students under the guidance of mentors at the elementary school.