Remote Learning in School Bands During the COVID-19 Shutdown

Area of Science:

• Music Education
• Educational Technology
• Pandemic Response in Education

Background:

• The COVID-19 pandemic necessitated a rapid shift to remote learning (RL) for K-12 education in spring 2020.
• Music programs, particularly instrumental music, faced unique challenges adapting to remote instruction.

Purpose of the Study:

• To investigate the practices, experiences, and perspectives of elementary and secondary school band directors during the initial phase of remote learning.
• To identify challenges and opportunities associated with remote instrumental music instruction.
• To examine variations in remote learning experiences based on school poverty levels and educational settings (elementary/middle vs. high school).

Main Methods:

• A survey was administered to 462 elementary and secondary school band directors.
• Survey questions covered technologies, materials, activities, assessments, student participation, and challenges.
• Analysis included comparisons between high-poverty and low-poverty schools, and elementary/middle vs. high school levels.

Main Results:

• Remote learning presented significant challenges for band directors, particularly those in high-poverty and rural school settings.
• Despite challenges, remote learning facilitated the integration of diverse technologies into the curriculum.
• Opportunities arose for increased focus on individual musicianship, music theory, history, culture, and student creativity.

Conclusions:

• The transition to remote learning during the COVID-19 pandemic highlighted disparities in resources and support for music educators.
• Remote learning models, while challenging, offered avenues for pedagogical innovation in instrumental music education.
• Future music education practices may benefit from incorporating the technological and pedagogical strategies developed during this period.