School of Music


Doctor of Music Education (DME)


Mindy Damon


Motivation, Band, Middle School, COVID, Instrumentation, Teacher Preparation


Education | Music


Despite increased accessibility regarding instructional technology for music education classrooms, an achievement disparity continued to broaden amid COVID-19. When school districts began to close their buildings, curriculum and instruction transitioned to online platforms. Varied student and teacher participation indicated multiple challenges. Experimental virtual learning concluded the 2019–2020 school year and continued in variations through summer 2021. This qualitative historical study examined perspectives concerning teaching during COVID-19 as held by music teachers, secondary band directors, school administrators, and university music educators. Individuals reflected on four periods between 2019–2021. The initial phase detailed instructional and experiential goals for the 2019–2020 school year. The survey participants shared strategies and philosophies for adapting the curriculum once schools closed in March 2020. The planning phase leading up to the 2020–2021 school year included preparations and goals for virtual, in-person, asynchronous, and synchronous learning. Last, participants reviewed the events and practices utilized during the pandemic from March 2020 to February 2022. Although a crisis of COVID-19’s magnitude may not impact formal education to this extent again, evaluating areas of concern for veteran and new teachers is critical to diminishing achievement inconsistencies. This study may address similar questions of other disciplines related to student motivation, the impact of culture and environment during virtual learning experiences and developing philosophies and filters for discerning which practices should remain, evolve, or be eradicated.