Reflecting on the ‘Community’ in Community Music School after a transition to all-online instruction

ABSTRACT

As of February 2020, 2119 people of all ages attended early childhood music or music therapy, played and sang in ensembles, or took lessons at two Community Music Schools. On March 13, both facilities closed due to the COVID-19 outbreak, and all activities shifted online. The purpose of this instrumental case study was to examine practical and relational experiences and perspectives regarding the nature of community when participants interacted only online. Students (n = 220 minors and adults), parents/caregivers (n = 193), teachers, ensemble directors, and music therapists (n = 45), and administrators (n = 15) participated in surveys and interviews. While respondents were glad they could continue music instruction and therapy through the pandemic, and they recognised positive aspects of online instruction, they preferred in-person instruction. Framed within Derrida’s (2000. On Hospitality. Stanford, CA: Stanford University Press) concept of hospitality, we present and discuss respondent views of community and their implications for practice in a post-COVID world.

KEYWORDS:

• Community music
• COVID-19
• mixed methods
• music education
• online

Acknowledgements

We would like to thank Dr. Christina Svec for her assistance with the linear regressions.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Author contributions

Salvador directed the design and execution of this study, coordinated work efforts, and led in manuscript preparation. All authors created and field tested data collection materials, acted as interviewers, transcribed interviews, and collaborated on qualitative data analysis and writing. Knapp assembled the literature review. Mayo, with assistance from Dr. Christina Svec, performed statistical analysis.

Notes

1 We grouped survey respondents based on legal ability to consent. Therapy clients and music students answered the same questions. Adult therapy clients who registered themselves were grouped with adult students because they could legally consent to participate. Adult therapy clients who were under guardianship were grouped with minor students because a guardian needed to consent for their participation.

2 We do not know how many parents/caregivers invited minor participation; therefore, we cannot calculate a rate of return for minor surveys.

3 Minor respondents were ages 8 and up. We collapsed age groups for minors 19 and older for this analysis because of low n and shared characteristics such as being adult therapy clients who did not live independently.

Additional information

Notes on contributors

Karen Salvador

Karen Salvador is Assistant Professor of Music Education at Michigan State University, where she teaches undergraduate and graduate coursework and directs the early childhood music education programs at two university-affiliated Community Music Schools. Her research explores how music educators create inclusive and responsive instruction, particularly in early childhood and elementary settings.

Erika J. Knapp

Erika J. Knapp is a Ph.D. student in Music Education at Michigan State University and is an Orff pedagogy teacher for the American Orff Schulwerk Association. She taught K-8 music for 14 years and is a regular clinician and guest conductor across the United States. Her research interests include disability studies, teacher professional development and creativity in instruction.

Whitney Mayo

Whitney Mayo is a Ph.D. student in Music Education at Michigan State University. She taught PreK through 3rd grade music for six years on Fort Hood in Texas, and continues teaching Early Childhood music at the MSU Community Music Schools in East Lansing and Detroit. Her research interests include early childhood music and rural music education.