Music education and distance learning during COVID-19: a survey

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2021-06-18 DOI:10.1080/10632913.2021.1931597

Ryan D. Shaw, Whitney Mayo

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引用次数: 22

Abstract

Abstract In the spring of 2020, the COVID-19 pandemic moved American schools to a distance learning modality for the duration of the school year. In an effort to document, examine, and learn from the various “stages” of this pandemic, the purpose of this paper was to describe the spring 2020 move to distance learning and how the policies put in place affected music educators. We focus on describing district/school policies, teacher response, and stakeholder perceptions of success and associated challenges. The study employed a survey of a broad sample of music educators (N = 1,368), which featured questions on music education-related policies during the spring 2020 distance learning period. Findings suggested a variety of policies were in place governing instructional modality, frequency of instruction, and teacher-student contact. Disparities especially existed between elementary and secondary music educators, with elementary teachers discussing greater frustration at their relative prioritization within the distance learning setup. The findings have important implications for policymakers and music educators.

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新冠肺炎期间的音乐教育与远程教育：一项调查

2020年春季，COVID-19大流行使美国学校在学年期间转向远程学习模式。为了记录、研究和从这场大流行的各个“阶段”中学习，本文的目的是描述2020年春季向远程学习的转变，以及实施的政策如何影响音乐教育工作者。我们的重点是描述地区/学校的政策、教师的反应以及利益相关者对成功和相关挑战的看法。该研究对广泛的音乐教育家样本(N = 1368)进行了调查，其中包括2020年春季远程学习期间音乐教育相关政策的问题。调查结果表明，在管理教学方式、教学频率和师生接触方面，有各种各样的政策。差距在小学和中学音乐教育者之间尤其存在，小学教师在讨论他们在远程学习设置中的相对优先级时感到更大的沮丧。这些发现对政策制定者和音乐教育者具有重要意义。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.