Harnessing the Power of Student-Created Videos in Music Programs

This article about student-created videos was originally published in The Woman Conductor Journal, October 2024 issue.

For many years, music teachers have used audio and video recordings in the classroom. While reference recordings and instructional videos are valuable learning tools, incorporating student-created videos offers unique benefits that extend beyond passive learning. In this article, I will provide several strategies band directors (and all music teachers!) can use to incorporate student-created videos to maximize student learning.

Video for Assessment and Reflection

Especially since 2020, many band directors have turned to video assessments to monitor student progress through both playing tests and auditions. However, what makes this strategy even more powerful is when students can watch their videos as a form of self-assessment and reflection. After re-watching their videos (several times, if needed), students should evaluate their performances using a student-created or teacher-provided rubric. This process increases their self-awareness, promotes critical listening skills, and encourages independent learning.

This process of self-reflection can then be expanded into peer feedback, encouraging students to work collaboratively and learn from one another. Students should exchange recordings and use structured feedback guidelines, which may include specific aspects to focus on, rubrics, or sentence prompts.For example, students could provide feedback on their partner’s expressiveness or on pitch and rhythmic accuracy. Younger students may benefit from thinking about sharing “compliments and suggestions” with their partners. Again, this is helping students to develop their critical listening skills while also reinforcing musical concepts and encouraging collaboration. 

Virtual Ensemble Videos 

Although virtual ensembles became a necessity during the pandemic, they still offer valuable opportunities that can complement in-person learning. Tools like Easy Virtual Choir are great for encouraging small groups of students to create virtual ensemble videos or for individual students to create their own multi-track videos. Even though virtual ensembles are assembled asynchronously, students must carefully consider how their part fits within the whole, paying attention to balance, timing, and other musical concepts. Virtual ensemble videos provide opportunities for creativity, encourage student collaboration, and offer flexibility, allowing students to participate and practice on their own schedules while still working toward a common musical goal. 

Demonstration and Tutorial Videos 

YouTube has made it easy for people to access tutorial videos on almost any topic imaginable. Watching these videos to learn something is useful and promotes independent learning. However, creating tutorial videos is another valuable instructional strategy. To teach a concept effectively, students must first develop a strong understanding of it themselves. Encouraging students to create their own tutorial videos increases their understanding and can also serve as an assessment. The experience becomes even more meaningful when other students use these videos as learning resources. Consider collaborations between older and younger students, within or between schools. For example, older students could create instructional videos for beginners, fostering leadership skills while reinforcing their own understanding of core concepts.

Digital Portfolios 

Videos are great for students to use in a digital portfolio. Portfolios help students track their progress over time, providing a tangible record of growth and achievement. Students can curate videos informally, in a folder on their devices or Google Drive, or they can create more formal portfolios using a website or a platform like Seesaw, Wakelet, YouTube, or Padlet. The benefit of creating formal portfolios is that students can also include written reflections with their videos, as well as other artifacts, such as images, audio recordings, and other files. In addition to tracking progress, digital portfolios are valuable tools for auditions, college applications, and scholarship opportunities, offering students a comprehensive way to showcase their development. 

Recruitment Videos 

Finally, consider how you could use student-created videos as a recruitment tool for your ensemble. Students could record short videos, talking about why they love being in the band or why they love playing a particular instrument. They can create “behind the scenes” or “a day in the life” type videos including clips of rehearsals, performances, or social events to give an authentic view of what it’s like to be in the band. You can share videos on YouTube or through a school or ensemble social media page. Involving students in the recruitment process showcases the ensemble authentically and fosters pride and ownership in the music program.

Conclusion

Incorporating student-created videos into band programs offers a wealth of opportunities for learning, growth, and engagement. From self-assessment and peer feedback to virtual ensembles and recruitment, these videos not only enhance musical skills but also foster collaboration, creativity, and student ownership. By using video in these varied and meaningful ways, band directors can create an enriching, modern learning environment that supports both individual and collective progress.

Looking for some additional ideas? Check out Using Student-Created How-To Videos for Skills Assessment