Before I started teaching via webcam, I assumed, as
many do, that remote lessons would be a cumbersome substitute for “the real
thing.” I finally took the leap to teaching by Skype when a student bought me a
webcam and insisted that I save her the driving time to my house, which is an
hour from hers. What I quickly discovered is that webcam lessons are no less valuable
than in-person lessons – they are just different in some ways.
first concern was that I would feel less connected to the student. From the
moment a student enters my studio, I am assessing his or her mood, energy level
and feelings regarding the previous week’s practice. As the lesson progresses,
I am reading the student for blocks, confusion, frustration, resistance, fatigue,
excitement and interest. I proceed according to the cues I receive and I keep
the door to my own creativity open, so that I may determine the optimum tempo
and direction of my teaching.
student, I realized that I was not limited in any way by the camera or the
distance between us. Intuition works long distance! There were some technical
glitches to get through, but those glitches proved to be no more than a minor
and temporary inconvenience. I began to take on more long-distance students and
with time, I discovered some unexpected and interesting dynamics that are
unique to webcam interactions.
tune and be warmed up before the lesson begins; the lesson can take place regardless
of whether the student has a cold or is dealing with a logistical issue such as
car trouble or a sick child; the student can work in a comfortable and familiar
environment; the student can practice what he or she learned immediately after
the lesson; lessons are more likely to begin and end on time. What I didn’t
anticipate were some of the subtle qualities that actually increased the
intensity of human and musical connection.
a constant, subconscious balancing of physical and psychic boundaries. When
those same two people are relating on webcam, there is an absence of the
energetic juggling and balancing that takes place in person, which leaves more
room for clear focus on the topic. In addition, by neither party having to be
concerned with invasion of the other party’s physical space, it is possible to orchestrate
close up views of hand positions or proper posture that might be awkward in
lesson, they have a tendency to focus on the task at hand more consistently
than they do in person, where they may allow themselves to mentally drift or to
be distracted by the environment. Also, the level of mutual conversational
respect rises acutely, as it is impossible to talk over one another on Skype.
The student who is accustomed to interrupting or talking over others is quickly
cured of the habit when he realizes that due to the delay, it doesn’t work.
that I keep beside the laptop that I use for my webcam lessons. This setup
allows me to use the desktop to choose and view a video of a song that a
student is interested in learning without compromising the connection or
interrupting the flow of communication. I often type out lesson notes to email
on the spot or after the lesson and I can scan in drawings, songs or charts to
send, as well. In addition, it is possible for either or both parties to record
some or all of a lesson.
inability to play along with the student, but this issue can be solved by using
simple homemade recordings or backing tracks. I do not recommend webcam lessons
for complete beginners, as it important for the beginning guitarist to have a
teacher who can physically assist with proper technique and posture, as well as other basics of playing. So, if you can “play a little” (or a lot!), and want
to join the fun, hook up your camera and schedule a lesson!