Prospective instrumental music teachers are generally expected to complete a series of brass and woodwind methods classes during which they learn the basic techniques of tone production, fingering, and pedagogy for each instrument. In the Instrumental Methods class, college students consolidate this knowledge and further develop skills that can be applied to their future experiences as teachers. Unfortunately, opportunities for them to interact with actual young students in realistic teaching situations is often limited or non-existent. Thus, the bridge between theory and practice is often delayed until student teaching. In the event that student teaching placement does not involve beginning instrumentalists, the bridge between theory and practice may occur during the course of a first job, when there is no longer an opportunity to receive guidance and encouragement from the college instructor.

Research demonstrates that the structured drill-and-practice offered by programmed instruction and the representation of realistic teaching situations offered by video technology are both effective tools in the development of good instrumental music teachers (Mueller, 1997; Atwater, 1991; Jones, 1990; Ambrose, 1989; Miller, 1987; Brand, 1982; Lemke, 1979; Ramsey, 1978; Gonzo & Forsythe, 1976; Wyatt, 1974; Costanze, 1971). Recent advances in multimedia technology make it possible to link programmed instruction and video in a readily-available, cost-efficient format, thus enabling prospective teachers to practice teaching techniques within the context of a simulated teaching situation. This has the potential to be especially beneficial in the development of diagnostic, error-detection, and motivational skills that form the foundation for teaching beginning instrumentalists.

Prospective instrumental teachers could benefit greatly from working with computer programs that: (1) allow them to diagnose problems, make suggestions, and receive feedback, (2) provide models of good and bad instrumental technique, and (3) show master teachers at work with young students playing instruments. The program could provide monitored practice and testing throughout the term and, of course, summary information to the Instrumental Methods teacher. We have developed a prototype of such a computer-based multimedia application.

Description. The prototype program shown here was conceived around the pedagogical framework developed by Froseth (1978). It was created on a PowerMac 8600, and uses still images generated through the simple freeze-frame capability of the Apple Video Player. The prototype environment shown here was generated in SuperCard. This approach will serve us well through all prototyping stages while the program is refined and tested. The next prototype stage will incorporate Quicktime movies (possibly even user-controlled Quicktime VR object movies). When testing is complete, it is likely that we will re-code using CodeWarrior. Cross-platform issues may, however, suggest an eventual alternative such as Director.

Using the Program. Though plans include tutorials for many different instruments, and several different aspects of each instrument, we chose to show how the program would tutor a student in correct right-hand position for the trumpet. The main part of the tutorial features a two-stage process in which a student studies photographs that demonstrate correct right-hand position, and then practices by diagnosing errors in other photographs. Figure 1 shows a prototype of the tutorial stage.

Figure 1. Sample Tutorial

First, the student reviews the characteristics of proper right-hand position listed at the left of the screen. Then s/he studies the still images–clicking the thumbnails along the bottom of the screen to enlarge the images. The thumbnails and accompanying enlarged images show the trumpet player from several different angles as well as from close-up and distant views.

When the student is ready, s/he moves to the Quiz part of the program (Figure 2). The screen is similar to the tutorial section, except that the characteristics are phrased as questions. The student again clicks the thumbnails to view the subject from different angles, and then answers the questions by clicking the Yes/No radio buttons. When finished, s/he clicks "Done" and the computer responds by analyzing and correcting the students answers.

Figure 2. Sample Quiz

We envision a number of different exercises for each characteristic, and, following study of each individual component–i.e., embouchure, instrument assembly, hand, finger, body, and instrument position–we plan to show composite examples that may have a number of problems for analysis and correction. An attractive feature for later stages would be the incorporation of Quicktime movies. The analysis of sound and/or movement is critical to the diagnosis of problems in breathing, articulation, and note accuracy. The sound and moving video capability of Quicktime movies would allow us to address these important components of beginning instrumental technique. It would also allow us to include excerpts of master-teacher and student interaction within actual classroom settings.

Knowing what is wrong (and right) is only part of good teaching. Teaching beginning instrumentalists is a complex process involving a balance among accepted norms in instrumental technique, the physical and facial structure of the student, as well as motivational factors such as self-perception, and learner characteristics such as cognitive ability, musical aptitude, and learning style. The opportunity for students to study master teachers striking this balance provides a much-needed bridge between the theory of the university and the practice in the public school classroom. We look forward to the further development of our project.