Decolonizing, Democratizing, and Modernizing
Saskatchewan Public School Music Education
A Responsive Multimodal Instructional Design Framework
Let's bridge the gap between public school music programs and community practices!
This website explores the intersection of multimodal music education, decolonization, learning theories, and instructional design to propose a framework for addressing the evolving needs of high school music programs.
Grounded in insights from the Nutana Collegiate music program and enriched by decades of scholarly research, this page highlights the transformative potential of integrating synchronous, asynchronous, and in-person learning modalities. It challenges the colonial legacies entrenched in traditional music education, and advocates for practices that validate diverse cultural narratives and promote inclusivity.
This framework draws from constructivist and connectivist learning theories, situating music education as a relational, participatory process that fosters student autonomy and well-being. By incorporating instructional design principles, it presents scalable, sustainable suggestions for a post-pandemic educational landscape.
Updated: Mar 25
Here is an example of a zoom class held during the early days of the COVID-19 pandemic.
You might notice the high view count on this one.
The opportunity to teach in this way - at home, during the evenings - provided an essential flexibility piece. Students unable to join were able to view the lecture on their own terms and engage with discussion boards asynchronously.
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