The effects of the pandemic on music teaching in schools in Quebec (Canada) in the spring and fall of 2020

Abstract

COVID-19 containment measures brought many changes in our lives and forced teachers all around the world to adopt various new practices. Given its specific education requirements and numerous school boards, the province of Quebec, Canada, was chosen to study the effects of the pandemic on music teaching in schools in the spring and fall of 2020. An electronic survey was distributed, to which 517 elementary and high school music teachers responded. Teachers reported on the transformation of teaching modes from an exclusively in-person practice to an online or bimodal approach. Continuation and interruption of music programs varied greatly from school to school and, for those who were allowed musical activities, different protective health measures were implemented. Teachers working with large ensembles (e.g. band and orchestra) experienced more interruptions in their music programs. Teachers also reported how their planning was affected by the new modes of instruction, but no matter which modes were used, most of them experienced less motivation for teaching during the spring of 2020. In addition, they perceived that it was more motivating for students to receive an education in person. Finally, positive outcomes of the pandemic on education included the development of new skills in the use of digital resources and online teaching, as well as a renewed sense of solidarity between teachers.

The effects of musical practice on the well-being, mental health and social support of student, amateur, and professional musicians in Canada during the COVID-19 pandemic

“…This could be attributed to school lockdowns lasting from 8 to 19 weeks, depending on the area. Moreover, when schools reopened, music activities such as instrumental and vocal ensembles in high schools were not ( Morin, 2021 ; Barbeau et al, 2023 ). This also echoes Statistics Canada’s survey on Quality of Life, in which younger respondents (15–24 years) reported the lowest scores on mental health and well-being in 2022.…”

“…The continuation of musical activities has varied significantly from one school to another, ranging from the temporary suspension of extracurricular activities to the cessation of all music classes ( Boucher et al, 2022 ). For example, a study in Quebec showed that high schools were more affected than primary schools due to the fact that music classes in high schools are often taught in large ensembles, such as wind ensembles and orchestras ( Barbeau et al, 2023 ).…”

Table_1.docx

“…3389/fpsyg.2024.1386229 Frontiers in Psychology 10 frontiersin.org could be attributed to school lockdowns lasting from 8 to 19 weeks, depending on the area. Moreover, when schools reopened, music activities such as instrumental and vocal ensembles in high schools were not (Morin, 2021;Barbeau et al, 2023). This also echoes Statistics Canada's survey on Quality of Life, in which younger respondents (15-24 years) reported the lowest scores on mental health and wellbeing in 2022.…”

Table_3.docx

“…3389/fpsyg.2024.1386229 Frontiers in Psychology 10 frontiersin.org could be attributed to school lockdowns lasting from 8 to 19 weeks, depending on the area. Moreover, when schools reopened, music activities such as instrumental and vocal ensembles in high schools were not (Morin, 2021;Barbeau et al, 2023). This also echoes Statistics Canada's survey on Quality of Life, in which younger respondents (15-24 years) reported the lowest scores on mental health and wellbeing in 2022.…”

“…The continuation of musical activities has varied significantly from one school to another, ranging from the temporary suspension of extracurricular activities to the cessation of all music classes (Boucher et al, 2022). For example, a study in Quebec showed that high schools were more affected than primary schools due to the fact that music classes in high schools are often taught in large ensembles, such as wind ensembles and orchestras (Barbeau et al, 2023).…”