This qualitative study aimed to understand teaching of music to elementary learners in the new normal from the standpoints of parents and teachers. This study was gleaned from Gordons Music Learning Theory. There were seven (7) parent-participants for in-depth interview and seven (7) teacher-participants for focus group discussion. Parent-participants standpoints revealed four themes: Music as an essential subject difficult to teach taught with interaction and reviewed by parents. Teacher-participants standpoints had three themes: music is difficult to teach music learning is attainable and it requires parent-teacher collaboration. Parent-participants experiences, five themes emerged: childrens enjoyment and participation struggles in understanding the lessons constraints in assisting children lack of interest and dishonesty in answering and fulfilment and satisfaction. Teacher-participants experiences had three themes: struggles in teaching problems on participation and childrens engagament. Parent-participants coping mechanisms were: relying on internet and other resources assistance from teachers and family completion of tasks involving oneself accepting the new mode of teaching and allocating time. Teacher-participants coping mechanisms, three themes were: research and asking help means to assess performance and patience. Lastly, parent-participants insights were: to have interactive teaching review basic lessons assist the children update and cooperate with the parents and improve system in terms of technology and training. Teacher-participants insight, two themes emerged: to maintain holistic health and strengthen Music curriculum. Results suggested that parents must study previous music lessons to track their learners progress. As with the teachers, they can maintain communication with parents and students and provide them assistance.

teaching

elementary

new normal

learners

teaching

music

elementary

learners

new normal