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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.

Select media, mode 3: Virtual recording

Brett Balon
Jan 4
1 min read

Updated: Mar 25

Either through ripping zoom meeting audio, students recording their own parts, or having socially-distanced 1-1 recording sessions, students were able to cobble together an enormous amount of original material at a rate that exceeded pre-pandemic songwriting. Here's a few examples:

A zoom-only recording:

This one in particular was a massive undertaking where an orchestra was recorded one instrument at a time:

And this one was a massive undertaking that engaged students and united staff during a hard covid winter:

Select media, mode 3: Virtual recording

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