Date of Award
Doctor of Education (EdD)
Dr. Masha Krsmanovic
Committee Chair School
During the Covid-19 pandemic, the risks of singing or playing instruments were identified as an obstacle concerning face-to-face instruction in university performing arts departments because of the respiratory droplets expelled while performing (Spahn & Richter, 2020). This study investigated the instructional and pedagogical challenges that music faculty at nine colleges within the University of Louisiana System encountered because of the Covid-19 pandemic. Using qualitative phenomenological research and individual interviews with faculty members, this study sought to identify challenges specific to music teachers in higher education and the ways in which they adapted to these obstacles. The results of this study revealed that online music lessons and virtual ensembles were implemented and proved to be successful to some degree, but music faculty asserted that these adaptations were inferior to the traditional collaboration characterized by in person vocal and instrumental lessons as well as instrumental and vocal ensembles (McCoy, 2020; Naunheim et al., 2020). Although all educators encountered challenges during the pandemic, the primary focus of this research was on the challenges that were unique to music faculty in higher education and the innovations that resulted from their experiences. This study provides insight into the unique instructional technique of music faculty as well as best practices used during the pandemic. As such, it is of particular interest to all higher education music faculty and performing arts administrators as to the benefits and disadvantages of online music instruction and should provide guidance in the assessment of online music classes and the implementation of online degree programs.
Sanders, Terrie, "CHALLENGES AND ADAPTATIONS OF HIGHER EDUCATION MUSIC FACULTY DURING THE COVID-19 PANDEMIC" (2022). School of Education Doctoral Projects - Higher Education. 40.