Abstract
Music education plays a foundational role in fostering students’ social and emotional well-being and promoting independent thought and the development of the students’ unique voices (Váradi, 2022; Westerlund, 2008). The COVID-19 pandemic and shutdown to the New York City school system resulted in an unprecedented disruption in K–12 education, exacerbating the disparities that existed in the educational system towards instrumental music. Using the theoretical lenses of Maslow’s (2015) hierarchy of needs and Adams (1965) Equity theory, this study asks: What are music educators’ perspectives on the impact of the COVID -19 pandemic on the quality, equity, and delivery of the instrumental music curriculum and experiences to students in New York City schools? What are the challenges and opportunities faced by music educators during the COVID-19 pandemic? Using the explanatory sequential mixed methods, the researcher surveyed New York City instrumental music educators who were employed during the COVID-19 pandemic and shutdown (March 2020 to May 2021). Data collected through the qualitative research yielded perceived impact pertaining to the following themes; curricular offerings, extra-curricular offerings, effects of programs, technical and remote modality. Based on the data provided in this research, it is clear that educators identify that the pandemic had an impact on instrumental music education in New York City. The findings of this research have implications for music educators as well as educational leaders and administrators at all levels of education. Recommendations include increasing instrument access, expanding the usage of online tools, and updating instrumental music curriculum.