EMMA CHENIER
& DANIELLE SIREK
& DANIELLE SIREK
Emma Chenier is a 2022 graduate of the Bachelor of Music program (jazz piano stream) at the University of Windsor. She is an Outstanding Scholar in undergraduate research, and is excited to present for the first time at an academic conference. In addition to her presentation at MDG 33, Emma is currently engaged as an Ignite student for the MayDay Group Colloquium 33, and is assisting with coordination of the student team and logistics. Emma will be entering the Bachelor of Education program at the University of Windsor in the primary/junior stream beginning September 2022
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Danielle Sirek is Assistant Professor of Arts Education at Western University (London, Ontario) and Adjunct Associate Professor at University of Windsor (Windsor, Ontario). She has taught undergraduate and graduate courses in Bachelor of Music, Bachelor of Education, and Master of Education programs, as well as Additional Qualification (AQ) courses. Her program of research is primarily focused on arts teacher education; sociology of music education; and intersections between music education and ethnomusicology. Dr. Sirek participates in various local and international music education organizations, including serving on the Steering Committee for the MayDay Group, and as Newsletter Editor for the MDG Newsletter since 2016. She is co-host for MayDay Group Colloquium 33: Social Media for Good or Evil in Music Learning and Teaching. In addition to her scholarly work, Dr. Sirek sings professionally with the JUNO-nominated Canadian Chamber Choir and with local community ensembles.
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Hands Off! Teacher Stories of Online Elementary Music Education during COVID-19
COVID-19 has necessitated sudden and dramatic shifts in music education over the last two years. In this study, we investigate the experiences of four Ontario elementary music teachers teaching virtually—“hands off”—during the COVID-19 pandemic. Using narrative inquiry, we explore teacher stories of online interactions, expectations, and access in elementary music. Their stories reveal myriad challenges, but also opportunities, amidst a rapid and constantly shifting educational landscape in Ontario. These stories advance our understanding of equitable student opportunities for music learning, creating, and sharing online; and diverse (virtual) pedagogical approaches that encourage collaboration, contribution, and social connection (Jenkins, 2006).