Ability-Responsive Instruction in Secondary Ensembles: Lessons From COVID-Era Interactions

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Considering Music Teaching and Pedagogy (Table 12)

Abstract

As a result of COVID-19 instructional changes, secondary ensemble instructors reported stronger personal connections with students and increased focus on developing individual musicianship. Using qualitative survey methodology, we documented secondary ensemble directors’ skills, knowledge, and strategies for teaching students with IEPs/504s in light of COVID-inspired instructional shifts. Framed through a disabilities studies lens, we present specific strategies that conductor-teachers adopted during online instruction, discuss what barriers they perceived, and examine what they kept from online instruction when they returned in-person. We also explore how their practices and perceptions changed, detailing new ideas they have tried and how they now talk about barriers and needs. We conclude with suggestions for practice in music education and music teacher education.

Authors

• Karen Salvador, Michigan State University
  Presenting Author

• Adam G. Harry, University of Iowa
  Presenting Author