Learner-centered pedagogy and student engagement in a virtual elementary instrumental music program

Abstract

The purpose of this qualitative case study was to examine the effect of learner-centered pedagogy on student engagement in a virtual elementary instrumental music program. Eleven fourth- and fifth-grade students from an elementary school in the Southeastern United States worked remotely toward creating a virtual performance over 28 weeks. All songs were chosen by students, and they were given the liberty to choose which parts to practice. Data were collected through regular Flipgrid practice videos, bi-weekly journals, and a final journal before being coded. At the end of the study, there was a noticeable correlation between student engagement and learner-centered pedagogy through students’ self-efficacy, motivation for improvement, and desire for autonomy. Students also wished the program would have been in an in-person format instead of virtual. The results suggest that learner-centered pedagogy and popular music should be incorporated into the curriculums of instrumental music programs.