Teaching Music to Elementary Learners in the New Normal: Standpoints of Parents and Teachers

Abstract

This qualitative study aimed to understand teaching of music to elementary learners in the new normal from the standpoints of parents and teachers. This study was gleaned from Gordon's Music Learning Theory. There were seven (7) parent-participants for in-depth interview and seven (7) teacher-participants for focus group discussion. Parent-participants' standpoints revealed four themes: Music as an essential subject; difficult to teach; taught with interaction; and reviewed by parents. Teacher-participants' standpoints had three themes: music is difficult to teach; music learning is attainable; and it requires parent-teacher collaboration. Parentparticipants' experiences, five themes emerged: children's enjoyment and participation; struggles in understanding the lessons; constraints in assisting children; lack of interest and dishonesty in answering; and fulfilment and satisfaction. Teacher-participants' experiences had three themes: struggles in teaching; problems on participation; and children's engagament. Parent-participants' coping mechanisms were: relying on internet and other resources; assistance from teachers and family; completion of tasks; involving oneself; accepting the new mode of teaching; and allocating time. Teacher-participants' coping mechanisms, three themes were: research and asking help; means to assess performance; and patience. Lastly, parent-participants' insights were: to have interactive teaching; review basic lessons; assist the children; update and cooperate with the parents; and improve system in terms of technology and training. Teacher-participants' insight, two themes emerged: to maintain holistic health; and strengthen Music curriculum. Results suggested that parents must study previous music lessons to track their learners' progress. As with the teachers, they can maintain communication with parents and students and provide them assistance.