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

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Title: Ability-Responsive Instruction in Secondary Ensembles: Lessons From COVID-Era Interactions.
Authors: Salvador, Karen1 (AUTHOR) ksal@msu.edu, Harry, Adam G.2 (AUTHOR)
Source: UPDATE: Applications of Research in Music Education. Feb2025, Vol. 43 Issue 2, p22-33. 12p.
Subject Terms: *Educational planning, *Music teachers, *Individualized education programs, *Music education, *Individualized instruction
Abstract: After making instructional changes due to COVID-19 lockdowns, secondary ensemble teachers reported stronger personal connections with students and increased focus on developing individual musicianship. Using an online survey, we examined if and how the shift to online instruction affected secondary music ensemble teachers' perceptions and practices regarding individualizing instruction, particularly for students with Individual Education Plans (IEPs) or 504s. Respondents (N = 99) answered short-answer and Likert-type items. Overall, they rated themselves as effective at individualizing instruction and meeting music learning needs for students with IEPs and 504s both online and in person. Participants shared strategies they used online and in person, including using individual video assessment submissions and at-home practice videos. We conclude with suggestions for how secondary music ensemble teachers could extrapolate the practices we described in this article to their classrooms. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:After making instructional changes due to COVID-19 lockdowns, secondary ensemble teachers reported stronger personal connections with students and increased focus on developing individual musicianship. Using an online survey, we examined if and how the shift to online instruction affected secondary music ensemble teachers' perceptions and practices regarding individualizing instruction, particularly for students with Individual Education Plans (IEPs) or 504s. Respondents (N = 99) answered short-answer and Likert-type items. Overall, they rated themselves as effective at individualizing instruction and meeting music learning needs for students with IEPs and 504s both online and in person. Participants shared strategies they used online and in person, including using individual video assessment submissions and at-home practice videos. We conclude with suggestions for how secondary music ensemble teachers could extrapolate the practices we described in this article to their classrooms. [ABSTRACT FROM AUTHOR]
ISSN:87551233
DOI:10.1177/87551233241230332