Art Educators during Lockdown
Sabrina Baker, Kathryn Coleman,
Jessica Leslie, Joanne Low
& Gemma Saunders
University of Melbourne, Victoria, Australia
Learning to Teach from Home as a Radical Collaboration: Becoming Art Educator in Lockdown
This is a moment to capture and archive for art education; a moment in time to recall later in a career embarked upon in a global pandemic. This paper presents how we have continued to ‘learn to learn’ how to teach, while learning at home and teaching in remote virtual placements from home as a form radical relatedness (McKernan, 2004). We have developed new agile, responsive and ethical ways to design and co-design learning experiences to create curious and critical encounters for students who were also at home (Coleman & MacDonald, 2020).
We have been working in our home studios developing new ways of learning art pedagogies and practices as individuals, as well as within an a/r/tographic collective. We have remained connected several physical ways: co-writing a speculative pandemic zine and sending artworks to each other while sharing all learning experiences as a co-lab for becoming.
Melburnians have been living, learning and working in ‘lockdown’ for seven months as the city faced high rates of community transmission, workplace spread of the virus and deaths to coronavirus. The closure of the university physically allowed us to pivot our teaching, learning and research into digital spaces in CanvasÔ and ZoomÔ as the university went virtual however, like many higher education learning programs we have had to rethink and reimagine new ways of becoming ‘professionals’. In this moment, becoming art teachers from home have developed new ways to design learning experiences, gaining new agency autonomy and developing new digital capabilities. We have learned through persistence and resilience how to differentiate in an inclusive digital classroom, to design lesson plans with new structures as the lesson structure was front loaded for remote learning and gained new insight into our students struggling with mental health, engagement and many lacking confidences to reach out.
Read more in the attached paper...
Liliana Dell Agnese
Universidade Anhembi Morumbi, São Paulo, SP – Brazil
How to Teach Art History, for High School, Online
The present work presents a series of classes developed with high school students, aged between 14 and 15 years old, held at the State School of São Paulo – Brazil. The lesson planning provides for the presentation of periods of art history with online classes. The contents were taught with projection of visual images and historical context (period, artist, works and technique used), through the TEAMS platform. The educational proposal aims to give the student a base of theoretical and expository classes, in online form, and from the information received, create, write and design their own art history book, with the essential characteristics that determine each period and creative layout to compose his work.
The school activities described here take place from May 2020, at the state public school ETEC. Journalist Roberto Marinho in São Paulo, Brazil, with the return of online classes, previously practiced at the school since February, in person. At the beginning of the face-to-face classes, there was already a plan to insert art history into the arts component in the 1st year of high school; the planning consisted of approaching the content of art history with theoretical classes and artistic practices, based on the essential learned characteristics of each period, work and artist contextualized in his time / space. From the pandemic and the need for social isolation, an issue was established: the content of art history for each period could be shown through text and images, posted on file for students, but only the content being referenced would suffice for an understanding and, most importantly, that would be enough for a meaningful understanding, where does the teaching-learning action take place?
Read more in the attached paper...
Hana Valešová & Zuzana Pechová
Department of Primary Education, Faculty of Science, Humanities and Education, Technical University of Liberec, Czech Republic
"Make Art, Not Faces” Social Media Art Sharing
Case study presents an online art education project run in spring 2020 during lockdown. The text will lead you through the goals and main characteristics of the project, its implementation, results, achievements and gaps to discussion about the role of online space in art education and possibilities of art education practice transformations.
In the spring of 2020, a pandemic caused by the COVID-19 paralyzed the whole world. This fact led to big restrictions and it also affected education. The immediate forced school closures and the transition to distance forms of teaching at all levels of the education system confronted teachers with the need to look for new and also functional forms of education without the possibility of personal interaction. The unpreparedness to teach in this new situation has highlighted gaps in the pregraduate and lifelong teacher education that needed to be filled. Some disciplines dealt with this situation relatively quickly and successfully. For others, such as art education, the transition to distance learning was more complicated because of the very nature of the subject and predominant emphasis on hands-on forms of teaching.
Read more in the attached paper...
Higher School of Education of Paula Frassinetti; Reaserch Centre of Faculty of Fine Arts, Lisbon, Portugal
COVID-19: Art Education for the Awareness of Today's Society
The dizzying spread of the pandemic – Covid-19- is producing unprecedented social, economic, educational and cultural challenges and changes and has sown discomfort, uncertainty, insecurity and fear around the world. There are many measures to prevent the spread of the virus, which has impacted the lives of the population. Children, not being detached from the society in which we live, have also been subject to major changes in their way of being and relating to others. The aim of this conference is to understand the perceptions of pre-school children about the pandemic through artistic education. The choice of this area of knowledge lies in the proximity it establishes with children not only as an artistic language but as a pedagogical tool that enables expression and communication but also because of the possibility it offers children to access a “reading of the world”, enhancing more and better your participation in today's society. This work focuses on qualitative research. The data collection instruments included direct observation of the activities carried out by the children and their individual narrative. The results showed that artistic education is a privileged way for children to express themselves and share feelings, concerns and ask questions, giving them greater confidence and social responsibility and inducing them to be transforming agents in the community in which they live. We also realized that we need to reorient artistic education towards responsible citizenship, prepared to make decisions around problems that humanity faces.