DIGITALMISSION IMPOSSIBLE: THE TRANSFORMATION OF PERFORMING ARTS EDUCATION DURING COVID 19
1 Hong Kong Academy for Performing Arts (HONG KONG)
2 University of Macau (MACAO)
2 University of Macau (MACAO)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Page: 656 (abstract only)
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0183
Publication year: 2021
Page: 656 (abstract only)
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0183
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Dates: 5-6 July, 2021
Location: Online Conference
Abstract:
COVID-19 has upended the world and completely revamped education. Major cities like Tokyo, Milan, New York City, and Toronto were brought to a standstill. In performing arts education, schools of all levels were closed and all face-to-face classes were canceled. This is unprecedented as practitioners in performing arts are among the least likely educators to embrace technology. Sage on the stage or follow the master used to be seen as the “only way” of teaching and learning (T&L). COVID-19 made the mission impossible, possible. Major performing arts conservatories and academies around the world had to adopt the online model. The show must go on.A team of researchers conducted a study examining the impacts of teaching and learning in performing arts due to the COVID-19 pandemic. It took place at a reputable conservatory in Central Asia with approximately 1,000 students and 110 teachers. 162 students and 76 teachers from the School of Dance, Drama, Chinese Opera, Film/TV, Music, and Theatre Entertainment Arts participated in the study. The study focused on the use of technology, the T&L environment, and the available support. The goal was to assess whether or not performing arts education can be continued online with the existing technology, space, and support.
The study revealed that the online model worked and it provided necessary rigor in teaching and learning. Device accessibility and network stability were problems. Online environments hindered teaching and learning. However, students counterargued that the online model provided greater flexibility and personal development. In other words, the digital era learners were more accepting of the online model than their teachers. This paper discusses opportunities for better planning and forward-looking T&L experiences of performing arts education in the post-pandemic world. The study contributes to other types of practice-based subjects, such as sports, medical science, and more.