This paper discusses the impact of the COVID-19 pandemic on the implementation of an educational project focused on vihuela repertoire in classical guitar teaching, exploring both the challenges and solutions found to mitigate negative effects. Originally designed for in-person sessions, the project faced significant obstacles due to pandemic-related restrictions, including the cancellation of important events and the need to transition to an online format.

Initially, the project involved face-to-face sessions utilizing media presentations and practical guitar exercises. However, with the onset of the pandemic, the format had to be adapted to a fully digital environment, using platforms such as Microsoft Teams. This abrupt change presented logistical and pedagogical challenges, such as the lack of personal contact, which negatively impacted the technical and musical progress of students. Indirect communication and the inability to work in groups were significant barriers that affected the teaching dynamics and knowledge transmission.

Despite these difficulties, several strategies were implemented to maintain student engagement and development. Recording individual videos, such as the piece "Fantasía del primer tono" by Luis de Narváez, allowed students to continue practicing and presenting their work, albeit with varying levels of motivation and mixed results. The adaptation to an online format required a more autonomous approach from students, which, in turn, led to notable individual development in some cases.

Furthermore, the use of digital educational materials, such as tablatures and scores shared online, facilitated continuous learning. The exchange of feedback through digital platforms helped maintain an open line of communication between teachers and students, despite the physical distance limitations.

The project results indicate that although the pandemic imposed significant challenges, it also provided opportunities to explore new teaching and learning methodologies. The experience gained during this period can serve as a foundation for future implementations of educational projects in similar contexts, highlighting the importance of flexibility and resilience in the educational process.

In conclusion, the adaptation to an online format, though not ideal, allowed the project's continuation and demonstrated the feasibility of integrating historical repertoires into the classical guitar curriculum, even under adverse circumstances.

Keywords: Pandemic, COVID-19, music education, classical guitar, vihuela, online teaching, pedagogical adaptation.