Collaborative Virtual Learning Environments through the Contemporary Visual Arts

Autor/in	Lifschitz-Grant, Naomi
Titel	Collaborative Virtual Learning Environments through the Contemporary Visual Arts
Quelle	In: Art Education, 75 (2022) 3, S.32-36 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lifschitz-Grant, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2022.2031573
Schlagwörter	Cooperative Learning; Electronic Learning; Educational Environment; Visual Arts; Art Education; COVID-19; Pandemics; Art Activities; Distance Education + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Tätigkeit; Distance study; Distance learning; Fernunterricht
Abstract	Amid a global pandemic, educators felt overwhelmed by the need to convert to new teaching and learning modalities. Students, too, had to adapt quickly to new ways of acquiring and processing information. The author relates how they needed to learn new technologies and rethink how to deliver content and create meaningful experiences for their preservice art education students in a virtual learning environment. To meet their university's COVID-19 guidelines, the author converted an Art Education: Secondary Methods class into a virtual learning model. Students worked on interactive assignments, art production, and readings via the university's learning management system in the asynchronous weekly sessions. The synchronized sessions held virtually were reserved for class discussion and presentations. Along with elementary methods, a pre-internship curriculum class, art education majors are required to take secondary methods. Secondary methods introduce preservice teachers to the role of artistic development of adolescents in classrooms, pedagogical practices, lesson planning design, implementation, and so on, along with contemporary art. This article discusses how preservice teachers developed and presented collaborative lessons incorporating contemporary artists in a virtual learning environment. This experience of virtual collaborative planning, teaching, and artmaking demonstrated that experiences equivalent to in-person instruction can be achieved remotely using current technology and can inspire teachers to optimize these pedagogical approaches for their future students. (ERIC).
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