An educational landscape drastically altered by the Covid-19 pandemic sets the scene as the author becomes their own research subject. The primary inquiry into how to become a better teacher is explored during the 2021-2022 school year in K-12 schools in Northwest Oregon. The inquiry was broken into three thematic questions to guide the research:
- What does differentiation look like in the music classroom?
- What methods could be employed to produce more effective instruction in the music classroom?
- How do I ensure that my music classroom is both culturally relevant and safe for all students?
The research subject explores the themes of differentiation, strategic planning, and culturally relevant pedagogy in the context of three K-12 music classrooms in three different schools. The looming shadow of the covid-19 pandemic transforms the trajectory of the research, providing implications of the future of education.
Keywords: music, education, pandemic, differentiation, pedagogy
Date of Award
Master of Arts in Teaching (initial licensure)
Melanie Landon-Hays, Amy Bowden
music, education, pandemic, differentiation, pedagogy
Type (DCMI Terms)
Educational Methods | Elementary Education and Teaching | Secondary Education and Teaching
Morgan, A. (2022). A Post-Pandemic Philosophy of Music Education (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/183
Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.
Rights Statement URL
Educational Methods Commons, Elementary Education and Teaching Commons, Secondary Education and Teaching Commons
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
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