Přehled o publikaci

Digital tools and platforms increasingly shape contemporary musical practice, not only in production and distribution but also in music education and remote collaboration. Despite the widespread adoption of online music teaching, current practices largely rely on generic communication platforms whose design does not adequately accommodate the specific demands of musical interaction, including temporal precision, sonic detail, and rapid pedagogical feedback. This presentation introduces mini MVTP and MVTP as platforms for low-latency audio-visual streaming, developed to address these limitations and to explore how domain-specific technologies may reshape the conditions of online instrumental and vocal education. The presentation focuses on the integration of technological design with pedagogical reflection and research-informed evaluation. It outlines how empirical inquiry into the experiences and needs of music students and teachers can inform functional principles for low-latency streaming platforms, such as perceived immediacy of interaction, stable and faithful sound transmission, support for fast pedagogical feedback loops (instruction–performance–correction), and reduced cognitive load in system operation. Rather than presenting MVTP as a finalized product, the platform is framed as a research and development environment that enables systematic experimentation with different forms of online musical interaction and teaching practice. A key part of the presentation introduces a set of functional evaluation criteria and a limited number of realistic teaching scenarios designed for experimental verification of home-based online music education using mini MVTP . These scenarios reflect common pedagogical situations, including individual lessons, rhythm-based exercises, and fine-grained intonation and articulation work, and allow for structured comparison between low-latency streaming solutions and widely used generic platforms. The proposed framework supports the assessment of both technical aspects (such as interaction latency and transmission stability) and pedagogical qualities, including interaction fluency, clarity of instruction, continuity of attention, and the teacher’s ability to respond within musically meaningful timeframes. The presentation also addresses broader implications of adopting specialized low-latency streaming platforms in music education, with particular attention to inclusion and accessibility. In the context of the conference, the presentation contributes to discussions on innovation in music technology, music research, and co-creation by demonstrating how moving beyond generic communication tools toward purpose-built low-latency streaming platforms can challenge established technological and pedagogical conventions and support more musically grounded, inclusive, and sustainable forms of online practice.