The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors (N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.

中文翻译：

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COVID-19 停课期间学校乐队的远程学习

2020 年春季由新型冠状病毒 (COVID-19) 引起的全球大流行导致学校在本学年剩余时间内转向远程学习 (RL) 模式。本研究的目的是考察这一时期中小学乐队指挥在 RL 方面的实践、经验和观点。主任 (N = 462) 回答了与 RL 几个方面相关的调查问题，包括 (a) 技术和材料，(b) 活动和评估，(c) 学生参与，(d) 远程教学的挑战，以及 (e ) 低贫困学校与高贫困学校以及小学/初中与高中学生的经历差异程度。我还检查了 (f) 学生参与度高且持续水平高的项目的条件和实践。数据表明，COVID-19 关闭给董事带来了许多挑战，特别是在贫困水平较高的学校和/或农村地区。然而，RL 也为器乐教师创造了将其纳入课程的机会 (a) 更广泛的技术；(b) 更多地关注个人的音乐才能；(c) 音乐理论、历史和文化课程；在较小程度上，(d) 学生通过作文和编排的创造力。RL 还为器乐教师创造了将其纳入课程的机会 (a) 更广泛的技术；(b) 更多地关注个人的音乐才能；(c) 音乐理论、历史和文化课程；在较小程度上，(d) 学生通过作文和编排的创造力。RL 还为器乐教师创造了将其纳入课程的机会 (a) 更广泛的技术；(b) 更多地关注个人的音乐才能；(c) 音乐理论、历史和文化课程；在较小程度上，(d) 学生通过作文和编排的创造力。