Abstract
ABSTRACT COVID-19 caused an essential confinament in order to limit its expansion. Globally, this led to a reconsideration of education processes. The study’s purpose is to analyse how compulsory education music teachers in Spain adapted. To gather the data, 335 teachers were surveyed. The participants preferred to continue teaching in most cases. However, this situation forced them into an adaptation in which preference was given to contemplative activities. These adaptations were marked by a lack of methodological and material resources. A common complaint was the lack of specific instructions from government bodies. In addition, a difference was observed between public, private and semi-private schools. Interestingly, the teachers considered that the situation had enabled them to have more contact with students, even though the learning was asynchronous.
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