Back to School: Changes in Elementary General Music Curriculum Design after COVID-19

Autor/in	Moniz, David C.
Titel	Back to School: Changes in Elementary General Music Curriculum Design after COVID-19
Quelle	(2022), (83 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5052-9
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; Music Education; COVID-19; Pandemics; Social Isolation; Sense of Community; Elementary School Students; Social Emotional Learning; Curriculum Development; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Musikerziehung; Soziale Isolation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten
Abstract	The purpose of this project is to identify how elementary general music curriculum can address the negative impacts of the sense of isolation felt by elementary music students because of COVID-19. When designed appropriately, components of the elementary music curriculum can help recover the sense of belonging lost during the implementation of forced remote and hybrid learning platforms. With the use of large-group surveys, this qualitative research study investigates the sense of isolation felt by elementary general music students after remote school attendance, hybrid school attendance, and non-attendance. These perspectives did not exist until recently, as the effects of the COVID-19 pandemic are still being discovered and experienced by public school students nationwide. This study also examines the pre-pandemic elementary general music curriculum to determine how the existing curriculum could be utilized or modified to address the isolation felt by these students based on the results of the submitted surveys. Perspectives on enjoyment, relationships, and technology are themes discovered through examining participant survey data and reviews of pandemic-related literature. Results indicate that the sense of isolation felt by students can be addressed in the curriculum by creating a course sequence which incorporates inclusive music practices that help students understand their perspectives and the perspectives of others. This study may encourage the development of curricular resources which combat the adverse effects of events that devastate established educational systems and processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01