2022
Akombo, Barbra Achando
The Impact of COVID-19 on Music Pedagogy in Kenya: A Questionnaire Study Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 1-14, 2022.
Abstract | Links | BibTeX | Tags: Africa, Covid, Covid-19, Kenya, Music, Singing
@article{nokey,
title = {The Impact of COVID-19 on Music Pedagogy in Kenya: A Questionnaire Study},
author = {Barbra Achando Akombo},
editor = {Sabine Little, Georgette Alejandra Fernandez Laris},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2022/07/The-Impact-of-COVID-19-on-Music-Pedagogy-in-Kenya-Barbra-Akombo.pdf},
year = {2022},
date = {2022-07-02},
urldate = {2022-07-02},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {1-14},
abstract = {In March of 2020, when Kenya was faced with the first cases of the COVID-19 virus, the situation escalated quickly in Kenya and around the world, prompting the World Health Organization (WHO) to declare the international epidemiological circumstance a global pandemic. The neoteric nature of the COVID-19 pandemic overturned the normal modality of education globally. The abrupt closure of schools led governments to reconsider the education systems that had been in place for many decades and evaluate which systems would be needed for future education. In Kenya, the COVID-19 pandemic highlighted the inequality in the education system when education was moved to online platforms. Kenya had conventionally adopted a face-to-face modality to music instruction until the onset of the COVID-19 pandemic, which forced music educators to rethink their pedagogies and philosophical beliefs about education, prompting them to adopt new ways of teaching music by accommodating the use of information and communication technologies (ICT) in education. Music educators faced a lot of new challenges and experiences while teaching during the pandemic. This small-scale research aims to examine the experiences and challenges that music educators faced while teaching during the COVID-19 pandemic in Kenya. This study is relevant because there is a lack of research on how the COVID-19 pandemic has affected music education in general and more specifically in Kenya.},
keywords = {Africa, Covid, Covid-19, Kenya, Music, Singing},
pubstate = {published},
tppubtype = {article}
}
In March of 2020, when Kenya was faced with the first cases of the COVID-19 virus, the situation escalated quickly in Kenya and around the world, prompting the World Health Organization (WHO) to declare the international epidemiological circumstance a global pandemic. The neoteric nature of the COVID-19 pandemic overturned the normal modality of education globally. The abrupt closure of schools led governments to reconsider the education systems that had been in place for many decades and evaluate which systems would be needed for future education. In Kenya, the COVID-19 pandemic highlighted the inequality in the education system when education was moved to online platforms. Kenya had conventionally adopted a face-to-face modality to music instruction until the onset of the COVID-19 pandemic, which forced music educators to rethink their pedagogies and philosophical beliefs about education, prompting them to adopt new ways of teaching music by accommodating the use of information and communication technologies (ICT) in education. Music educators faced a lot of new challenges and experiences while teaching during the pandemic. This small-scale research aims to examine the experiences and challenges that music educators faced while teaching during the COVID-19 pandemic in Kenya. This study is relevant because there is a lack of research on how the COVID-19 pandemic has affected music education in general and more specifically in Kenya.