"But W'rry Not We Shall Banquet Again Someday": Creativity and Socially Distanced English

Autor/inn/en	Gannon, Susanne; Jacobs, Rachael; D'warte, Jacqueline; Naidoo, Loshini
Titel	"But W'rry Not We Shall Banquet Again Someday": Creativity and Socially Distanced English
Quelle	In: English in Australia, 56 (2021) 2, S.38-48 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	COVID-19; Pandemics; School Closing; Online Courses; Educational Change; English Instruction; Writing Instruction; Units of Study; English Literature; Drama; Creative Thinking; Student Attitudes; Emotional Response; Foreign Countries; Imagination; Creative Writing; Australia + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Bildungsreform; English langauage lessons; Englischunterricht; Schreibunterricht; Lerneinheit; Englische literatur; Schauspiel; Kreatives Denken; Schülerverhalten; Emotionales Verhalten; Ausland; Kreatives Schreiben; Australien
Abstract	Disruptions to learning due to the COVID-19 pandemic have been one of the most concerning consequences of school closures in Australia during 2020. Carefully planned curriculum sequences and learning progressions were flipped into online formats, with teachers having very little time to prepare and students being unused to learning away from each other and from their teachers. In this paper, we turn to the early moments in the Australian educational response to the pandemic when schools pivoted to online learning. We address the potential that emerged for localised, creative ways of thinking and educating under these conditions. We examine how an English class in a western Sydney school quickly adapted a writing task in a unit on "Macbeth" for COVID-19 conditions, and the varied ways that the students responded to their teacher's invitation to write their own soliloquies. We consider how writing creatively in English created opportunities for students to begin to process the barrage of conflicting emotions precipitated by the COVID-19 crisis. We examine how textual form and convention, paradoxically, opened spaces for creativity in their writing. Students found distinct routes and modes of expression for conveying what they were feeling, thinking and experiencing about coronavirus during the initial school lockdown. We consider how theories of creativity within constraints help us to think through what students were learning about language, about themselves and about their text in the context of socially distanced English. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01