Abstract
In the form of distance, video broadcast interactive courses, rural distance video classes enable rural schools with struggling art education teachers to share high-quality art education resources retrieved from urban-area schools. This study aims to investigate and explore teaching strategies that effectively enhance pupils' concentration in distance music classes. The descriptive survey method was employed to collect, analyze, and interpret the data to meet the study's objectives. Students’ (N = 45) behavior in thirteen (13) distance music classes in Changsha County China was tracked and observed, and two rural school assistant teachers (N = 2) were interviewed. Text data recorded from observations and interviews were analyzed and categorized qualitatively. The research results indicated that the visual and audio support, incorporation of music games, and progressive learning of rhythms et al. can effectively improve students' concentration in distance music classes. The article also suggests: (1) conducting clear and engaging classroom tasks; (2) mixing body rhythm participation; (3) building a harmonious teacher-student relationship; (4) creating sustainable online learning environments; and (5) utilizing ChatGPT assistance in future distance music teaching practice.
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We would like to thank Dr. Tan Wee Hoe for his corrections and suggestions on this paper.
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Jiang, H., Cheong, K.W. Developing teaching strategies for rural school pupils’ concentration in the distance music classroom. Educ Inf Technol 29, 5903–5920 (2024). https://doi.org/10.1007/s10639-023-12056-1
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DOI: https://doi.org/10.1007/s10639-023-12056-1