Abstract
The recent pandemic has forced so much transition that the word “pivot” has become cliché. Post-secondary arts educators have been especially challenged, forced to offer online solutions for teaching and learning formats that, until now, were largely dismissed by the field as inadequate for learning through the arts. In higher education, many arts educators have insisted on proximity, live audience, studio training, and other hands-on, interpersonal aspects of arts-based learning that were perceivably impossible to deliver online. And yet, online we went . . . amidst mandated lockdowns and remote work arrangements suddenly forced on many of us around the world. This study shares a variety of ways that I was able to innovate using the arts in undergraduate education during this time, pivoting so often I was in a constant pirouette. From arts-based discussion boards using unconventional mediums like Tiktok-style dances and recycle-bin sculptures, to campus-wide co-curricular initiatives that rewarded artistic activity with transcript credit, I share how we were able to use technology to capture and submit digital versions of student learning and creative work. I also include lessons learned for practice, and share solutions that emerged through pivots and pirouettes.on. Through arts-based learning, students and staff encountered expressive outlets for managing uncertainty, while forming an intercultural community of support. Stories, videos, and images show how works of art became the vessels for knowledge, but the work itself - the process - was where the real learning took place.
Presenters
Brittany Harker MartinAssociate Professor, Leadership, Policy and Governance, Arts Education, University of Calgary, Alberta, Canada
Details
Presentation Type
Theme
KEYWORDS
Arts-Integration-Online, Innovative-Pedagogy, Learning-Through-The-Arts
