Resilient Learners

As I reflected upon the COVID-19 pandemic that immediately suspended in-person music-making, I gained more knowledge, skills, and pedagogical tools to teach music effectively in the urban setting. I saw in real-time the many silent factors that affect African American learners’ academic progress. During this time, music-making was extremely helpful and conducive to students’ daily routines, which catered to the social-emotional component of learning. Having prior insight on various challenges within urban education was valuable, but the different routes taken to overcome these challenges were of most concern and intriguing to see daily.