The COVID-19 pandemic was, and some could argue still is, a historical event that continues to impact music education and students. Despite the ongoing ripple effects of such a critical event in human history, it almost feels inappropriate to talk about in professional settings. Though, when I discuss struggling students with colleagues I think it is on our minds more than we would care to admit. As my coworkers sigh or shrug it’s as if an unspoken thought bubble emerges reading, “is this leftover from COVID?” My own unspoken thought bubble reads: “probably.”
“Is this [student behavior] leftover from COVID?”
The hesitance to discuss COVID, four years after much of the world moved online seemingly overnight, had me struggling to write this piece because I wondered, “Does anyone want to hear the words COVID or The Pandemic again?” Is it productive to look back on the days when music educators and their students found the traditionally hands-on music education degree program converted to an online platform with variations in personal technology resources, new and potentially unpredictable learning environments, and a designation of “crisis teaching”? Reading that back, those who hesitate may have a point.
I had all but decided to put this mini-study on a shelf as a relic of history when a friend sent me an article by Jaqueline Weiss published in the Education section of Business Insider titled, “I’ve been a professor for a decade, and this year, I’ve noticed my college students are struggling more than ever.” I clicked the link but shrugged it off as yet another article to add to my To Be Read list (TBR) – until I noticed the publication date: December 2023. It turns out that, at least for some of us, the impact of educational shifts from the COVID-19 pandemic are relevant, ongoing, and continuing to impact our educational spaces.
I work with undergraduate music education students, and as the post-COVID semesters flew by, I found myself at a loss as my tried and true pedagogical strategies to help struggling students seemed to fall flat. The further we moved away from the beginning of the pandemic towards the return to “normal,” the more I felt as if my students and I were collectively trying to hit a moving target. None of us seemed to grasp what “normal” was anymore. By closing the book after the COVID-19 chapter, the field of education lost an opportunity to reflect on what we could learn from this altered form of schooling, rather than return to a normalcy no one seemed to agree upon or remember.
“ The further we moved away from the beginning of the pandemic towards the return to “normal,” the more I felt as if my students and I were collectively trying to hit a moving target.”
Instead of continuing my guesswork for what my students needed to be successful, I decided to ask them to reflect on their experiences during the early pandemic, and their experiences in the aftermath. I surveyed undergraduate music ed majors at a medium-sized university to examine the experiences of undergraduate music education majors in a post-COVID-19 world. Freshman, Sophomore, Junior, and Senior students anonymously responded to questions about what they need from their undergraduate professors now. Though the responses of a small population of music education students at my university do not speak for every student in the nation, their insightful responses have shaped the way I think about my classroom space and provided anchors for my teaching as we navigate the changed landscape of teaching and learning.
Table of Contents
5 Things Music Education Students Request For Success
-
Adapting to Change: In Practice and Pedagogy
If there is one thing educators learned as a result of current events in the past years is the need for adaptation. Students felt this need as well.
A Sophomore reflected, “I feel like being more adaptable to change is something that is needed [in teaching]. Understanding that things can change at a blink of an eye and you just have to roll with the punches.” Not only do teachers and professors need to understand that life can change as rapidly for students as it does for us, but students are asking for us to model and teach how to adapt in educational settings.
Traditionally, the ability to pivot and adapt in response to students in the K-12 setting is something we describe and discuss in music education courses, but we expect classroom experience to drive home the concept once undergraduate students are in their fieldwork placements. It is important to remember that many of our pre-service teachers did not observe in-person or in-school classrooms due to pandemic regulations and may not have observed their own 9-12 teachers in a traditional classroom. Additionally, the classroom landscape that music teacher educators remember may not exist anymore. Check out this article by Holdhus et al. (2016) for an in-depth dive into the roots of improvisation in and outside of musical contexts that encourages educators to be prepared for situational and contextual needs in the classroom.
To model adaptability in my courses, I am transparent in explaining my actions and reactions while teaching, and gathering real-life scenarios from K-12 teachers to practice “what would you do?” examples. I have also begun to operate under a “life happens” policy. I offer extensions and flexible deadlines (within reason), encourage the use of mental health days, and do not keep rigid track of small things like tardiness. The goal is that students are more focused on being present in my class and on the content of assignments rather than punitive point deductions. Students requesting extensions are asked to email in advance, propose a reasonable timeline, and complete the work by the new date. I have noticed an increase in the quality of work after implementing this empathetic model, and it has not heavily impacted my grading timeline.
Students are not the only people in education that need grace. Teachers, professors, and administrators are human beings too. I find that the adapted policies I am modeling have produced a more empathetic response towards me when I need grace for extensions in grading, posting elements to our class site, or am running late on a Monday morning. Empathy is a two-way street; often, you need to give empathy in order to receive it. Students are given the opportunity to practice the same empathy towards me that I try to model for them in the moments I, or we, need it most.
If you’re looking for some inspiration, here are examples of the wording I use in my syllabus regarding extensions and participation:
Extensions will be granted whenever possible when Dr. Collins is notified in advance. Reasonable extension requests received prior to the due date can usually be accommodated; extensions requested in the late hours of an assignment will most likely not be accepted except in emergency situations. You MUST include your request and a reasonable extension date in an email that you and Dr. Collins will agree upon. If the assignment includes a presentation, assessment, or other non-replicable experience, a full extension may not be possible.
You are valued and your class participation is imperative. “Engagement” is defined as a willingness to answer and ask questions, a demonstration of preparedness in performance and taking an active role in discussions and activities. Participation during class time will look different depending on the day and your personal participation style. Preparing the readings, engaging in discussion, and keeping an open mind and flexible attitude will result in stellar participation. The course calendar (attached) has the reading schedule, and due dates for presentations and assignments. COMMUNICATE :) with Dr. Collins always.
Modeling flexibility is important for classroom interactions, but is also for demonstrating teaching styles and techniques as well. A Freshman responded, “I think what would make us music educators more successful is creating a more flexible curriculum that can work for both online and in-person [classes]. I think also preparing us for these situations and problems in college would help our students actually learn instead of going through the motions of recordings.”
Students were shaken by the frantic scramble to online learning and want to be prepared for if or when they face a similar issue. Online learning is still being utilized as a resource during inclement weather and conference days, and opportunities for K-12 and college students to take classes online continues to grow, even though the emergency remote teaching period of COVID-19 is long gone. Students see the value of knowing how to teach in both formats. Are we giving space to online learning in our classes and through our student teaching and fieldwork placements?
Virtual music educator Michelle Rose says, “Teaching and learning online is different, not less.” (Rose, 2020), and students seem to agree: “I also need experience in teaching any kind of online class because it is completely different than in person and I do not feel fully equipped with knowledge to do such things” remarked a Junior. Many who want to move on from COVID days might posit that a shift like what we experienced in 2020 will never happen again. Hopefully it will not, however, I would wager that four years ago we all would have said a situation like the pandemic and crisis teaching would and/or could never happen. Now we know the possibilities, and future music educators want to be prepared to teach online effectively.
-
Trauma-Informed Pedagogy & Mental Health Awareness
One student pointed out that, “everyone experienced trauma” during the pandemic. The Substance Abuse and Mental Health Services Administration (SAMHSA, 2014, p. 7) defines trauma as “Experiences that cause intense physical and psychological stress reactions…that have lasting adverse effects on the individual’s physical, social, emotional, or spiritual well-being.” By recognizing the presence of trauma and acknowledging how it affects individuals, educators can practice trauma-informed pedagogy (TIP). TIP is not a treatment nor a clinical intervention, but is a way of interacting with people around a central organizing principle that trauma is a possibility. Teachers who practice trauma-informed pedagogy work to provide a safe, supportive system in which each individual in their care can achieve their fullest potential (Isobel, 2016; SAMHSA, 2014). Students, teachers, administrators, and caregivers are going to respond differently to the world of education, depending on their own lived experience. Acknowledging these differences and reframing responses to behaviors can make a great deal of difference for students.
The world witnessed an important shift during the pandemic toward an emphasis on mental health. Suddenly, there seemed to be a heightened awareness of the growing mental health needs in the classroom. Students who responded to the survey said they really benefited from an increased awareness of mental health needs, but remained somewhat skeptical if that level of care and empathy would continue. They would like to see what can be described as trauma-informed pedagogy taught and implemented in their courses, and mental health care modeled more. A Junior wrote, “[I] need conversations about mental health and taking care of myself in order to take care of those around me, such as [future] students.”
-
Teacher Effort
“I would want to thank my professors for being as flexible and available as they possibly could throughout my experience. There was never a moment that I felt I could not reach out to them with an issue or for help. It was such a tough time for everyone, and their support means the world.” Students who responded to my survey, including the previous quote from a Senior, indicated that the effort of teachers and professors really made a difference during emergency remote teaching and beyond. Students praised teachers who were “creative” but also those who just seemed to be enjoying or embracing teaching from a different perspective. Finding joy and going back to the “why” of teaching seems to have made a difference, even in the most challenging circumstances.
Others seemed to agree in their responses and indicated that they appreciated how some professors and teachers were honest and transparent in their experience from the teacher’s perspective. Those who were open, but not overbearing, in their disappointment or explaining the resulting trial and error of “finding ways to make music work with masks” suggested by a Junior, were considered learning experiences for the real world of teaching.
While impassioned teachers made the experience worthwhile, students found that burnt-out or non-creative teachers contributed to their personal feelings of burnout and lack of motivation. “Burned-out teachers were contagious,” said a Freshman in my survey.
-
Awareness of Differing Timelines
An important facet of the pandemic experience that often gets overlooked in higher education spaces is that students had very different shifts in their education trajectory during the pandemic. A freshman student described their experience as “beginning high school normally, and ending high school back to normal” before transitioning again to the college space. Despite the wide-ranging timelines and experiences with school during and “post-pandemic”, universities seemed to give little thought to how varied students’ experiences were and therefore how varied their needs might be. Students were expected to jump back into the traditional school paradigm despite the fact that they were all in different places. Universities issued uniform expectations for a non-uniform situation.
A Junior pointed out the need for being understanding, especially for younger students in the college experience, as “younger students especially may not be as adapted to a ‘normal’ classroom setting.” In truth, they may not be familiar with traditional high school settings either, depending on their position during the pandemic. Younger college students are not the only ones who require understanding, though. Some students found that they enjoyed being remote learners and were more successful in this format, while others who were traditionally successful in college settings, did not. No matter the personal preference of pandemic life, once students transitioned back to their respective high school or college campuses, they found the transition to be “tough.”
“After the pandemic I felt like everyone just expected us students to go back to normal and to ease into expectations. It was much better getting to go into schools and teach and have performance opportunities for live audiences, but it was almost overwhelming to an extent,” stated a Junior. Some students were eager and grateful to be back on campus, but many described the experience as “overwhelming.” As teachers, it is important to recognize that we have students in our classrooms who are excited to be back to our rooms and back to their routines, but we also have students who have discovered that their most productive learning styles do not match the traditional school setup. There is a need for teaching and re-teaching of expectations, processes, and the college experience as a whole to allow an equitable higher education experience for students. Additionally, utilizing the same levels of differentiation in higher education spaces as we instruct pre-service music teachers to employ in their lesson planning is vital.
-
Uphold High Expectations
“Grace is so appreciated,” remarks a Junior, but “don’t lower expectations,” says a Sophomore. When I first read those words, it seemed like somewhat conflicting advice. However, upon reflection, it makes a great deal of sense. Students in my survey remarked that expectations seemed to fluctuate with the learning environment, whether that was online or in-person, and that it was not always a bad thing. It seems that students in my survey appreciated support and flexibility when things happen outside of students’ control, but they also want to be held to high standards within their content area. It is important to understand that some students are still trying to find ways to bounce back from low levels of motivation, but they are still dedicated to becoming music educators. Some students may be entering the higher education space with anticipation and/or anxiety. As a Junior reflected, “The pandemic uprooted a lot of structure and grounding I had in school and routine in general.”
Students noted that they appreciated accommodations during and after the emergency remote teaching period of the pandemic, but they do want to be held accountable in their degree process. A Senior, close to entering the music education profession commented, “Communication goes both ways, and accountability needs to continue to be an important aspect of the music education experience going forward.”
Professors play a large role in motivating undergraduate students as they guide them through their degree process. “The more students are held responsible for their own education, the better. I don’t think I knew what having goals and expectations for myself was like until I was able to build connections with my professors and to aspire for more,” reflected a Senior music education student.
“It seems as if we are trying to make our world the same, even though it clearly never will be. I thought we learned a lot [during] the pandemic, but [now] it often seems like no one learned” (Sophomore).
Moving Forward
What is the future for education in what we have deemed a “post-COVID” world? What happens if we find ourselves in a sudden global emergency again? Will we come back from the seemingly swirling negativity? Where do we go from here? These are some of the questions likely pressing pre-service music teachers as they navigate their degree programs, and I’m sure they are echoed by teachers and professors.
In this time of crisis, we must seize the day. We must imagine a different future for higher education. If we are to adopt a stance of strategic optimism, we may be on the cusp of the biggest change since the invention of the social processes and artifacts of higher education in early modern times. (Kalantzis & Cope, 2020, p. 54).
Much of the research in responding to the needs of higher education students post-COVID focuses on the continuing use of technology in the classroom space (Garcia-Morales et al., 2021; Kalantzis & Cope, 2020; Karalis & Raikou, 2020). However, music education majors at my university want more than that. They are asking for strategies to remain adaptive and responsive to classroom needs, the modeling of empathetic and trauma-informed teaching, an awareness of the individual and whole group, effort and buy-in from their teachers and professors, and the upholding of high expectations for future music teachers. What began as COVID-specific concerns have now become lasting topics for music education majors who are ready to move beyond the pandemic, learning from their lived experience and expanding upon their practice for the benefit of the profession.
References
García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in psychology, 12, 1-6.
Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education—roots and applications. Cogent Education, 3(1), 1204142.
Kalantzis, M., & Cope, B. (2020). After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same. Educational Philosophy and Theory, 40(1), 51-55.
Karalis, T., & Raikou, N. (2020). Teaching at the times of COVID-19: Inferences and implications for higher education pedagogy. International Journal of Academic Research in Business and Social Sciences, 10(5), 479-493.
Rose, M. (2020). Teaching music online: A comprehensive guide for K-12 music educators. F-flat Books. https://fflat-books.com/product/teaching-music-online-a-comprehensive-guide-for-k-12-music-educators/
Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884
Weiss, J. (2023). I’ve been a professor for a decade, and this year, I’ve noticed my college students are struggling more than ever. Business Insider. https://www.businessinsider.com/college-students-struggling-pandemic-balance-work-school-uncertain-future-2023-12
Leave A Comment