Choral Music Educator Perceptions and Modifications in the Choral Classroom During the 2020-2021 COVID-19 Pandemic: A Survey

The COVID-19 pandemic challenged standard practices of education in the 2020-21 school year. School districts in the United States of America chose from a variety of learning formats, including in-person, hybrid, remote, synchronous, and asynchronous, in compliance with The Center for Disease Control’s “Continuum of Risk.” To best understand what environmental, curricular, rehearsal, and personal circumstances choral music educators faced amid the COVID-19 pandemic, an online survey was distributed across the country. A variety (N = 75) of middle school, high school, and collegiate choral educators responded, sharing the successes and struggles of the first three quarters of the 2020-21 school year. Results indicated that in-person teachers found success increasing time with music literacy skills, but struggled to instill confidence in singers. Hybrid teachers successfully spent more one-on-one time with students, but imbalanced choirs took a toll on students’ education. Remote learners fostered success through various technologies, but the lag from video conferencing services made synchronous choral singing impossible. This study provides strategies choral music educators utilized to succeed during the 2020-2021 school year.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2021

Author dc:creator

• Kurt, Christopher

Advisor dc:contributor.advisor

• Grady, Melissa

• Music education
• Choral Education
• COVID-19
• Hybrid Learning
• Learning Formats
• Remote Learning

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:17879

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/39147