'Way More Relevant and a Little Less Theoretical': How Teaching Artists Designed for Online Learning in a Pandemic

Autor/inn/en	Dahn, Maggie; Yankova, Nickolina; Peppler, Kylie; Sikkema, Scott; Lee, Jenny; Spilberg, Joseph
Titel	'Way More Relevant and a Little Less Theoretical': How Teaching Artists Designed for Online Learning in a Pandemic
Quelle	In: Learning, Media and Technology, 47 (2022) 4, S.456-470 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dahn, Maggie) ORCID (Yankova, Nickolina) ORCID (Peppler, Kylie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2021.2012801
Schlagwörter	Instructional Design; Teaching Methods; COVID-19; Pandemics; Artists; Distance Education; Educational Change; Teacher Attitudes; Safety; Learning Processes; Teacher Student Relationship; Empathy; Art Education; Family School Relationship; Partnerships in Education; Kindergarten; Elementary Secondary Education; Inquiry; Active Learning; Case Studies; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Artiste; Artist; Künstler; Künstlerin; Distance study; Distance learning; Fernunterricht; Bildungsreform; Lehrerverhalten; Sicherheit; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Empathie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Hochschulpartnerschaft; Aktives Lernen; Case study; Fallstudie; Case Study
Abstract	The move to remote learning in the wake of the COVID-19 pandemic presented design challenges for teaching and learning. Though research is emerging on teacher adaptation during the pandemic that documents challenges and the perspectives of stakeholders, the field is lacking close descriptive accounts that illustrate what classrooms looked and felt like. We followed teaching artists as adaptive experts who designed responsive and emotionally safe spaces for students during the transition to remote learning. Our exploratory study was guided by the following research questions: (1) How did teaching artists design for teaching and learning during the pandemic? (2) What can be learned from teaching artists in responding to extraordinary circumstances moving forward? We found that teaching artists designed for online learning through centering relationships and resourcefulness, providing emotional support, cultivating introspection and empathy, expanding what counted as arts practice, and including families. We end with implications for research and practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01