A theory of the dynamics of choir practices at the Drakensberg Boys Choir School during the COVID-19 pandemic: A case study

Abstract

The COVID-19 pandemic significantly affected society in many ways, specifically in this case choir activities, which were initially seen as potential superspreader events. In response, all choir activities were suspended globally. This qualitative case study examined how the Drakensberg Boys Choir School (DBCS) managed the challenges created by the COVID-19 pandemic. The purpose of this explanatory intrinsic case study was to develop a theory explaining the dynamics of choir practices at the DBCS during the COVID-19 pandemic. The primary research question guiding the research was: How did the choir staff experience the dynamics of choir practices at the DBCS during the COVID-19 pandemic? The first research sub-question guiding the integrative literature review in Chapter 2 was: What does the scholarly literature reveal about choir practices during COVID-19? The second sub-research question was to develop a theory: What theory explains the dynamics of choir practices during the COVID-19 pandemic, as interpreted in the context of the scholarly literature? (Discussion Chapter 5). The participants were the choir staff at DBCS. Data were collected via online and in-person interviews, email correspondence, documents and audiovisual content from social media to better understand the case. Semi-structured interviews were conducted with 12 choir staff members, including conductors, music teachers, accompanists and other staff who worked with the choir during the pandemic. The findings of this study showed that choir practices at DBCS during and after the COVID-19 pandemic could continue, survive and thrive by valuing the choir staff, choristers and their support systems. Furthermore, the choir was able to become resilient, grow and flourish through its ability to identify, evaluate and respond to the impact of the pandemic. A number of pandemic-related events served as stressors and leverage points which reinforced choir practices either positively or negatively. Choir practices addressed challenges that negatively impacted the choir's functioning (Negative Reinforcing Loops), with problem-focused or emotion-focused responses that reinforced choir practices through Positive Reinforcing and either Positive or Negative Balancing feedback loops that stabilised choral activities. Positive Reinforcing Loops included the staff who became innovative through a community of practice, supporting and learning from one another, reverting to various online formats and adapting to restricted rehearsals and performances to ensure continuity in choir practices during lockdowns and restrictions. Meaningful musical experiences in various formats generated solidarity in the choir and contributed to the collective energy that lifted morale during challenging times. The social and emotional well-being of choristers and staff played a significant role in providing stability during the pandemic. Furthermore, the choir's cultural values and the school's heritage, along with its isolated location, promoted cohesion, strengthened identity and enabled the choir to adapt, innovate and thrive, even as many other choirs globally could not continue rehearsing or performing during the pandemic.