School of Music


Doctor of Music Education (DME)


Nathan Street


virtual learning, instrumental music education, K-12 education, instrumental music education curriculum, music technology, music educators


Education | Music


Due to the extreme measures taken to protect students from COVID-19 during the pandemic, schools closed their doors, and educators struggled to continue teaching through virtual learning platforms. Performance-based classrooms were encouraged to discover new methods and strategies to motivate students to thrive even though face-to-face rehearsals were restricted. This study examined the experiences secondary music education instrumentalists faced while attempting to utilize synchronous and asynchronous instruction in a 100 percent virtual performance-based environment. This study aimed to understand the negative and positive effects placed on secondary instrumentalists’ performance abilities, fundamental development, and participation/retention since the introduction of virtual learning in low-income areas. The focus of this study also examined the possible benefits of enhancing pedagogical skills through the addition of technological advances to push instrumental instruction and performances on the secondary level. This study followed a qualitative hermeneutic phenomenology design. Music educators in low-income DeKalb County communities were interviewed for this study. Participants were requested to share their perspectives and experiences of performance-based virtual learning and results. The study raised the need for future discussions to create and implement a state and national virtual music education guideline that would assist music educators in turning a devastating situation into a blessing for all art programs and their stakeholders.