Instrumental faculty include music instructors and directors who focus on teaching specific instrumentation, often in ensemble or orchestra settings. During the pandemic, community college instrumental faculty relied heavily on technology to engage remote learners. Currently, research regarding their experiences exists, and a better understanding of what transpired will inform both pitfalls and best practices for using technology in online settings. This paper proposes a basic interpretive methodological approach for conducting research on community college instrumental faculty to better understand their experiences when pivoting to remote instruction, including their experiences adopting technology and what support structures were available to facilitate their transitions. The research will address four broad questions: 1) How do community college instrumental ensemble faculty describe their experience transitioning from Face-to-Face (F2F) teaching to an online environment? 2) How do they describe their experience adopting technology? 3) How do they describe their professional development experience supporting their transition to an online environment? 4) How do they describe the technologies used in their practice? This research aspires to gain and contribute to a better understanding of community college instrumental ensemble faculty transitioning from F2F to online instruction, the tools that support them, and potential insights into the types of professional development support needed to help faculty in such transitions.

Authors:
Faith Vietti, University of Hawaii at Manoa, United States
Michael P. Menchaca, University of Hawaii at Manoa, United States

About the Presenter(s)
Ms Faith Vietti is a University Doctoral Student at University of Hawaiʻi at Mānoa in United States

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