The subjective relevance of perceived sound aspects in remote singing education

Abstract

One of the consequences of the pandemic is a transition to remote education and the use of network audiovisual communication tools for education in musical disciplines. The circumstances of such education can differ and might influence the perceived sound or the education. The research observes the ratings of perceived aspects in singing lessons taught in three settings (common, reference, and direct). A variance of several aspects that relate to the perceived sound (temporal qualities and qualities of the sound and room) is observed in the remote forms, suggesting that these can be impaired in some settings and significant in the experience. The findings are discussed in relation to the perceived conditions and present practice.