ABSTRACT

The purpose of this study was to understand the essence of teaching experiences of online applied lessons and performance classes in Jazz and Commercial Music Departments during the last few years. In-depth interviews were conducted with 9 research participants who were faculty members of Jazz and Commercial Music Departments in colleges, and phenomenological analysis was conducted. The data has been analyzed using Stevick- Colaizzi-Keen method, and three categories and nine themes were brought to conclusion. The analysis shows that participants had gone through stages of feeling awkward, trial and error, and adaptation to the forcibly implemented online instruction, while some others had experienced positive development as an instructor. The participants also had witnessed overall limitation of the method while benefiting from its convenience. Therefore, they recognized the effectiveness of face-to-face education in applied lessons and performance classes, and reported that the technical and institutional support were necessary in order for distance learning to succeed. Based on the results, this study exposed the process of participants experiencing online instruction as well as the meaning and the essence of performance-related courseds in Applied Music departments. Lastly, suggestions for the improvements in educational methods for the future of Jazz and Commercial Music Departments.

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