Introduction

The COVID-19 pandemic upended traditional educational models, forcing rapid adaptation and revealing systemic inequities across disciplines. But then, it snapped right back. In music education, where in-person interaction has long been considered indispensable, the shift to multimodal learning presented both challenges and opportunities. The Nutana Collegiate music program, embraced this crisis-driven improvisation, blending synchronous, asynchronous, and in-person modes to create a flexible, inclusive learning environment. This approach not only sustained engagement but also sparked unexpected creativity and connection among students, highlighting the untapped potential of multimodal music education.

How can music education evolve to meet the diverse needs of today’s students? And how can it dismantle the colonial legacies that continue to shape its practices? The answers may lie in a multimodal, decolonized, and student-centered framework that prioritizes autonomy, cultural validation, and emotional well-being.