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Advantages and Limits of Video-Recording as a Tool for Students , Teachers and Researchers in Music Conservatoires

This paper addresses the advantages and limits of video-recording in music conservatoire contexts as a learning strategy for students, as a pedagogical tool for teachers and as a tool for pedagogical research. An example of good methodological practice used to analyse and interpret five hours of video-recorded lessons given by Latvian conservatoire students is presented in order to illustrate the advantages of video-recording for pedagogical research in conservatoire settings. These reflections can help to better understanding of the decisive importance of video-recording to help students to become reflective practitioners and in their identity-making process; to improve conservatoire teachers’ skills and to implement more efficiently their different roles; and as a tool for pedagogical research in conservatoire in data gathering and analysis processes and to increase the reliability of the interpretation of the results. The theoretical perspective and the innovative methodology presented in the study should contribute to develop effective learning, teaching and pedagogical research in the conservatoire.