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:

  1. What does differentiation look like in the music classroom?
  2. What methods could be employed to produce more effective instruction in the music classroom?
  3. 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

Exit Requirement

Action Research

Date of Award


Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Melanie Landon-Hays, Amy Bowden

Committee Member

Dianne Nelson

Committee Member

Hillary Fouts


music, education, pandemic, differentiation, pedagogy



Type (DCMI Terms)


Subject Categories

Educational Methods | Elementary Education and Teaching | Secondary Education and Teaching

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Rights Statement URL


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