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

Shaw, Ryan D.; Mayo, Whitney

doi:10.1080/10632913.2021.1931597

Cited by 42 publications

(38 citation statements)

References 11 publications

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“…Students were unable to engage with their music education for a variety of reasons, including a lack of internet access, family health issues, and their own mental health problems. We hypothesize that many of these issues may have been more prevalent among disadvantaged students (Shaw & Mayo, 2021).These disparities are troubling, as high school students who earn multiple credits in art classes are five times more likely to graduate than their peers who did not (Catterall et al, 2012).…”

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“…Notably, they were more likely to report problems with their digital technology and internet access and were less likely to have access to the art materials, tools, or equipment they needed to further their art education (Ackerman & Harlow, 2021;Sabool, 2021). A survey of music teachers conducted by the National Association for Music Education, revealed that music education, like education generally, suffered from lower student engagement during the pandemic (Shaw & Mayo, 2021). Students were unable to engage with their music education for a variety of reasons, including a lack of internet access, family health issues, and their own mental health problems.…”

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The Benefits of Infusing the Arts in a College Preparatory Program

Millett¹,

Kevelson²,

Mirakhur³

2022

Journal for Learning through the Arts

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An extensive body of work has demonstrated the benefits of participating in the arts, including when it is integrated into other disciplines, for young adults. In addition, this work highlights the likely advantages of engagement with the arts for students from low-income backgrounds as they transition into elite postsecondary institutions. Such findings have shaped the organization of the Princeton University Preparatory Program (PUPP), a rigorous academic and cultural enrichment program which supports high-achieving, low-income public high school students, from the communities surrounding campus, prepare for admission to and success at selective colleges and universities. More specifically, PUPP provides its scholars with a studio art course during each of their three summers in the program and school-year trips to performances and museums. During their time in PUPP, scholars attend approximately 21 live performances and visit at least six different art museums.In this paper, we add to the literature on art integration by examining whether, and how, the views of PUPP scholars on the arts programming they receive change over their time in the program. We also assess the PUPP alumni's perceptions of the extent to which PUPP's art and cultural activities influenced them. Taken together, these analyses of survey data help us understand whether there are differences in student views by the amount of art programming they receive ("dosage") and if there are sustained benefits of the arts integration and programming PUPP students receive ("fade-out"). We supplement this quantitative data with information from focus groups with a variety of stakeholders."The arts are not just a nice thing to have; they define who we are as a people" (Swarns, 2009, May 18) -Michelle Obama, Former First Lady of the United States and Princeton University Class of 1985In her I'm First video (The Obama White House, 2014, Feburary 4), Michelle Obama openly talks about some of the challenges she faced in her first year at Princeton University, such as not knowing how to pick classes or to bring the appropriately-sized sheets for dorm room beds. She acknowledged that her family did not have a history of participating in higher education, so being at a place like Princeton was quite new to her. As Mrs. Obama's story illustrates, finding success in college is a challenging endeavor, particularly for students who are the first in their families to attend. In this context, college access programs play an important role in bridging the divide between high school and postsecondary environments for many firstgeneration students. Many programs, including the one we study, support students in this transition by equipping them with not just the academic tools, but also with the cultural knowledge that is often assumed on college campuses. We study the importance of arts exposure and participation in a college access program for low-income, high-achieving students, with the aim of supporting selective college opportunity and success for first-generation a...

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The Benefits of Infusing the Arts in a College Preparatory Program

Millett¹,

Kevelson²,

Mirakhur³

2022

Journal for Learning through the Arts

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“…More recently, the COVID-19 pandemic has been a major contributing factor of teacher burnout (Pressley, 2021) as anxious teachers across the world worried about the safety of their students, themselves, and their families (Cheng & Lam, 2021; Santamaría et al, 2021; Talidong & Toquero, 2020). Music teachers were especially concerned with the state of their music programs as they struggled to maintain authentic music learning experiences in different modalities (e.g., in-person, virtual, hybrid) and worked extra diligently to advocate for their music programs (Shaw & Mayo, 2021). It is perhaps more vital than ever that we revisit the topic of self-care in our profession.…”

Section: Applying a Self-care Framework To Music Educationmentioning

confidence: 99%

Research-to-Resource: Applying a Self-Care Framework to Music Education

Zabanal

2021

Update: Applications of Research in Music Education

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Self-care is a topic that has gained traction among helping professionals. It is considered a preventive health care measure used to promote physical and mental health as well as personal well-being. In this article, I use a self-care framework created for social workers and adapt it to music educators with the intention of aiding music teachers in practicing and maintaining their own self-care. The self-care framework is categorized into two dimensions—personal and professional self-care—which each contains various domains. Pragmatic strategies grounded in relevant literature in music education are described in each category within the self-care framework. By providing a self-care framework and relevant strategies, I aim to improve knowledge of self-care practices of music teachers.

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“…Whilst some teacher PL is available, the day-to-day challenges of schools with varying technology infrastructure, budget constraints and competing time demands often translate to Arts programs framed predominantly around traditional ‘making experiences’ comprising teacher demonstration/modelling and direct instruction rather than online interaction. However, the move to online teaching during the pandemic resulted in an awkward fit ( Shaw, 2021 ) and it may be that many Arts teachers lack the knowledge, capacity and support to succeed in exclusively online teaching settings ( Burke, 2021 ). In ‘normal times’, communities of practice afforded by the professional associations/social media Arts teacher groups constitute a significant mentoring asset ( Kraehe, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Teaching the Arts in testing times: A Western Australian perspective on COVID impacts

Paris

Lowe

Gray

et al. 2022

Australian Journal of Education

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Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.

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

Cited by 42 publications

References 11 publications

The Benefits of Infusing the Arts in a College Preparatory Program

The Benefits of Infusing the Arts in a College Preparatory Program

Research-to-Resource: Applying a Self-Care Framework to Music Education

Teaching the Arts in testing times: A Western Australian perspective on COVID impacts

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