industry & reform
Dim the lights
How performing arts teachers and students are coping with remote learning .
By Wade Zaglas
A team of international education researchers has released a study that details the challenges performing arts teachers and their students face during periods of lockdown and remote learning .
The study , led by Associate Professor Susan Davis of CQUniversity Australia and Associate Professor Louise Phillips of Southern Cross University , was published in the peer-reviewed NJ : Drama Australia Journal . The researchers utilised an open-ended question survey of performing arts teachers to gain insights into several critical factors .
“ We wanted to ascertain how teachers of drama , dance and music were making sense of the COVID-19 restrictions , how the restrictions impacted teaching and learning , and how their understandings influenced their practice ,” Davis said .
“ Teachers of the performing arts , who are typically on their feet and working with their bodies for a majority of their teaching time , had to change their practice to a more ‘ sedentary ’, screen-based experience ....
“ Our research also highlighted equity issues for students . These subjects require some form of face-to-face in ways that perhaps subjects like English or mathematics can find work-arounds for . For the students who don ’ t have a device to use at home , or sporadic internet access , how do teachers make sure these students are engaged ?”
Davis notes that online delivery has also “ challenged some of the foundational tenets of drama teaching ”. These include physically working together in a room , where peer collaboration occurs extensively , as well as learning and “ co-creation ”.
PERFORMING ARTS TEACHERS ’ RESPONSES A secondary teacher who responded to the survey said , “ It is much more time consuming to deliver content in an engaging way , to be thinking about how to draw students in without being able to connect in person .”
Many of the teachers also emphasised that online learning had limited their ability to “ read the room ”, a critical factor in effective teaching . They also noted that remote or online learning had affected “ opportunities for spontaneous and instant response between teachers and students , and reduced the opportunities for ‘ teachable ’ moments ”.
A critical point made in the study is that drama is a subject relied upon to build students ’ capacity for relationality , as well as providing them with a safe place to explore difficult emotions , situations and stories .
This study shows that an online ‘ space ’ or environment for drama students is inferior in fostering that all-important environment of collaboration and trust . For instance , some students couldn ’ t or refused to use cameras during lesson times , nor would they utilise audio .
“ For some it seemed there was a higher risk associated with presenting the self in an online forum ,” authors noted .
The study also elucidated concerns performing arts teachers held for students “ who didn ’ t engage with remote learning , those students with disabilities or learning needs , and those from disadvantaged communities ”.
“ A lack of equity around digital connection resulted in some students not being able to access their learning . Other environmental factors in the home prevented some students from engaging with their work in a meaningful way ,” said a NSW secondary teacher .
Phillips also added that a significant number of performing arts teachers were missing having their students together with them in the classroom .
“ Teachers reported how they not only missed their students , but the energy coming from their students , and the interplay of energy given and reciprocated in the live presence of each other ,” she said .
A Queensland secondary teacher echoed similar sentiments .
“ I am a practical teacher and I enjoy being in the classroom . It is hard to shift energy online . It is hard to build meaningful relationships .”
According to Davis , “ It was difficult for teachers to keep working so hard and keep churning out the content and materials if they didn ’ t have the energy and feedback from their students – as that helped make it all worthwhile .”
“ Not being face to face with my students has had a clear impact upon motivation for both them and myself …,” a Queensland secondary teacher said .
Importantly , however , the researchers acknowledged that “ performing arts teachers are nothing if not flexible and many identified ways to improvise , collaborate , create drama , and move beyond using the technologies for ‘ instruction ’ and delivery ”. For instance , many recounted success stories using Zoom or video conferencing to help students rehearse and perform .
At such a challenging juncture for performing arts teachers , many have sought inspiration through professional associations and networking with teachers in similar situations .
“ The generosity of others in sharing resources during this time is astounding !” said a NSW secondary teacher .
“ Systems could provide more resourcing and support to professional associations , to shared content creation and professional development . This would ensure teachers ’ energy can remain more directly focused on their students ,” the researchers state .
“ With such disruptive events continuing to occur , systems do need to learn from these experiences , prepare for contingencies and provide more support for teachers .” ■
8 | educationreview . com . au