Résumé
La crise liée à la COVID-19 n’a pas épargné le monde de l’éducation, et les établissements scolaires ou universitaires – y compris les établissements supérieurs de musique – ont dû repenser leurs modalités d’enseignement. Les professeurs de musique ont mobilisé les outils numériques mis à leur disposition pour poursuivre leurs tâches de formation.
La présente contribution propose un premier bilan de cette période d’enseignement à distance totalement inattendue. Comment ce premier contact avec l’enseignement à distance a-t-il été vécu par les enseignants d’instrument ou de chant? Quelles difficultés ont-ils rencontrées? Quel impact sur leur pédagogie ont-ils observé?
The crisis linked to COVID-19 has not spared the world of education, and schools and universities—including music colleges—have had to rethink their teaching methods. Music teachers have had to mobilize the digital tools at their disposal to pursue their training tasks. This contribution presents a first assessment of this totally unexpected period of distance education. How was this first contact with distance education experienced by instrument and voice teachers? What difficulties did they encounter? What impact on their pedagogy did they observe?
The crisis linked to COVID-19 has not spared the world of education, and schools and universities—including music colleges—have had to rethink their teaching methods. Music teachers have had to mobilize the digital tools at their disposal to pursue their training tasks. This contribution presents a first assessment of this totally unexpected period of distance education. How was this first contact with distance education experienced by instrument and voice teachers? What difficulties did they encounter? What impact on their pedagogy did they observe?