Abstract
This chapter discusses the impact of the COVID-19 pandemic on arts and music education, focusing on embodied pedagogy. The pandemic forced a rapid shift to hybrid and online teaching methods to mitigate the risk of virus transmission. The research offers valuable insights into how creative arts practitioners adapted their teaching to the virtual learning environment and maintained the authenticity of their practice in an online context. The study employed an arts-based qualitative research design, involving interviews, informal chats, identity texts, and a researcher’s journal. The findings indicate that online embodied work differs from face-to-face interaction because of the way learning happens in the body. However, emotional and sensorial connections can still be established across digital platforms, making online embodied work a useful complement to physical or in-person practices. The study suggests that the virtual domain has its own evolving vernacular, and it highlights the need for adaptability and technological proficiency to fully integrate it into teaching practice.
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Oye, S. (2023). Digitally Displaced? Embodied Pedagogy and Creative Arts Practice in a Time of COVID-19. In: Piazzoli, E., Jacobs, R., Scally, G. (eds) Digital Displacement. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-41586-9_4
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