Description
Whilst many COVID-19 impacts have resulted in observable restrictions to social interactions, other consequences of the pandemic have been more concealed. COVID-19 has also caused disruptions to musical practices in schools. Whilst much research in music education has been focused on the impacts of remote learning for musical meaning (e.g. Yates et al., 2020), the very nature of meaningful musical activity in the classroom has also begun to change. This paper presentation will explore the impacts of COVID-19 on conceptualisations of musical meaning in English schools, as experienced through teacher perceptions whilst working under pandemic restrictions. The research is based on semi-structured interviews with 12 secondary school music teachers and took place between April and June 2021. The interviews were analysed using a modified grounded theory approach to enable themes to emerge using processes of open coding. The presentation will propose a model of emerging pandemic pedagogies and explore the implications that these modified approaches have for meaningful music teaching in the future.| Period | 18 May 2022 → 21 May 2022 |
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| Held at | European Association for Music in Schools (EAS) |
| Degree of Recognition | International |