Seventeenth International Conference on the Arts in Society

Abstract

International students are faced with many challenges when studying and living outside their home countries. These challenges are intensified when unexpected events occur, such as COVID-19. Two researchers from Australia have collaborated to support international students at their University to reflect on their studies and personal working lives during the COVID-19 global pandemic. Australia’s firm lockdown policy isolated students who could not return to their homeland. Two arts-based workshops involving mindfulness and an activity called body-mapping were offered to international students to communicate their experiences and feelings during this time. Case study approach and Rodgers’ four principles framework of reflective learning were used to collect data through observations, analysis of artwork and interviews to report on the transformational reflection process. The presentation shares the researchers’ collaborative experiences and insights working together on this project. It also reports on the power of collaboration using a reflective process to inspire and enrich creative learning. Results show that students used various approaches, for example, immersion in their studies, yoga and exercise, to deal with the isolation of the pandemic. Interestingly, the arts-based body-mapping activity also revealed that the isolation prompted students to connect and engage with their personal cultural and religious practice. The students reflected that they gained a deeper understanding of what they experienced personally and how these experiences were different and similar to their peers by engaging in a reflective art activity. The process provided a safe avenue for reflection and enabled students to acknowledge and accept the challenges faced.