A Music Teacher’s Blended Teaching and Learning Experience during COVID-19: Autoethnography of Resilience

Abstract

The purpose of this co-autoethnographic qualitative case study was to chronicle the experiences of the first author as he taught general music in a blended, face-to-face, and online synchronous, environment during the COVID-19 pandemic. The co-autoethnography conveys a voice of a practicing teacher with advice and wisdom gained from living and working through the technological aspects of teaching and learning in a blended environment for practicing music teachers. His experiences chronicle how technology was used as a vehicle for amplifying the experiences of students and empowering them to creativities not possible before the pandemic. Implications for music education include exploring the stories of the lived experiences of teachers who taught through the pandemic with a focus on the possibilities and potentialities for profound change mediated by technology, learner-centered pedagogy, and creativities in practice.