1 Massachusetts Institute of Technology (UNITED STATES)
2 Ministry for Education and Employment (MALTA)
3 Donau-University Krems (AUSTRIA)
4 AIT Austrian Institute of Technology GmbH (AUSTRIA)
5 Danube-University Krems (AUSTRIA)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 3507-3513
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.0785
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
The rapidly enforced lockdown and school closures in many countries have shaken up school and university life from one day to the other. Educational institutions which, due to geographical circumstances, focus on adult continuing education or are pilot schools, have been able to react quickly to the new circumstances. However, the majority of the educational institutions seem to have had great difficulties and there was no digital teaching or assessment strategy ready. As if that wasn't enough, a massive controversy broke out regarding which school subjects are important, and in particular the art lessons were criticized for being unimportant, and voices became loud that the poor children should not be burdened with this "rubbish". This is of course the wrong approach, because art in all its many facets plays an important role in the way society is defined. And art such as music, film, books, comics and so on played an essential role in the Covid-19 situation and the lockdown. But art lessons and home-schooling or distance learning are not necessarily opposites. On the contrary, you only need to know what is possible in the digital age and that requires the necessary digital competence of decision makers and teachers. Because a vast group of pupils and students use apps in their daily life where the connection to art and cultural studies is only a click or a fingertip away.

On the one hand, art challenges have spread - almost virally - in which famous scenes from films or pictures are re-enacted with the things you have at home. On the other hand, the nominations of your 10 favorite films or music pieces on social media platforms are also a piece of unintentional art education. Even short videos on Tik-Tok, privacy concerns aside, is a creative tool. But the focus should be on Twitch.TV and similar streaming services. Originally designed to stream "Let's Play" experiences and E-Sports into the living and children's rooms, these portals are now known for their great way to bring musical performances, such as streaming a band rehearsal, or a DJ session directly from the DJ’s apartment. Apart from music, Twitch.TV is also particularly suitable for teaching handcraft skills such as pottery, knitting, comics-drawing, painting, writing or digital art directly at the pulse of time.

That students are enthusiastic about it seems to be out of question, but how to get the educators and decision makers on board to use these tools. How can didactic concepts be created based on different streamers and their videos, how can teachers themselves become streamers, or how can students jointly operate a twitch channel as a project? Can we go so far that streaming replaces the classic homework?

This conference contribution would like to put teaching through Twitch.TV up for discussion and take up the cudgels for modern art teaching. In two focus groups with pupils, students, parents, teachers and educational designers, basic approaches were discussed and evaluated by means of a content analysis and formulated into follow-up questions.
Distance learning, home schooling, streaming,, youtube, social-media, challenges.