A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education

Abstract

For performing arts education, Sage on the stage and Learn from the Masters were halted by the COVID-19 pandemic, and so did everything else. All lectures, tutorials and other face-to-face skill-based training sections were cancelled and were replaced by the online model. Such a model was only seen as one of the supplementary components for performing arts education in the past. From January 2020, this online pedagogy was inevitably placed to surmount the challenges caused by the COVID-19 pandemic. The social distancing measures demanded the blended pedagogy into a new online approach, in which the traditional face-to-face teaching to be replaced by synchronous online learning (facilitated by technologies such as Zoom, Cisco Webex, Google Class, Panopto etc.). Meanwhile, to offer opportunities for cognitive participation which allows students to process the learning and be reflective, webinar and innovative performance projects were launched from the concept of ‘flipped classroom and outcome-based education.’ This mixed approach (blended learning, flipped classroom, and outcome-based education) is described as ‘hybrid learning’ in this study. The ‘hybrid learning’ pedagogy is implemented at the Hong Kong Academy for Performing Arts (HKAPA) for all teaching activities in the 2nd semester 2020/2021 to overcome the challenges caused by the COVID-19 pandemic. A questionnaire survey about how it affected the performing arts education, and how the new pedagogy was implemented took place in July 2020. The survey results from both the teachers (76) and students (163) share lessons, insights, and new understandings on teaching and learning online. Hybrid learning has been widely investigated and researched, yet study on hybrid learning in performing arts such as creative art, theatre art and music, remains insufficient. This study fills the research gap.

Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment

“…The disciplines of each individual were related to the fields of ICT, education technology, gamification, teaching design, virtual classrooms, or organizational learning concepts. Due to the ongoing global Covid-19 pandemic in 2020 at the time of the study, all meetings related to the study were undertaken using Zoom video-conferencing software (Li et al, 2021 ).…”

Challenges and Opportunities Experienced by Performing Artists during COVID-19 Lockdown: Scoping Review

“…Most performing artists reported adapting their work to a virtual setting, such as online collaborative rehearsals and recordings or virtual concerts, carried out on platforms such as Zoom. Meanwhile, teachers and students in the performing arts adapted to online learning [27,34]. Some participants reported that online participation in rehearsals and performances was more convenient, more flexible, less time-consuming and cheaper than in-person [25] whilst students praised online learning for greater flexibility [34,35], less commuting time [35] and promoting their personal growth and creativity [34,35].…”

“…Meanwhile, teachers and students in the performing arts adapted to online learning [27,34]. Some participants reported that online participation in rehearsals and performances was more convenient, more flexible, less time-consuming and cheaper than in-person [25] whilst students praised online learning for greater flexibility [34,35], less commuting time [35] and promoting their personal growth and creativity [34,35]. Virtual interactions were also praised for allowing contact across large distances -for example, allowing collaborations with people in other countries which would not have happened otherwise [28,36].…”

“…Participants reported they could not get the same quality or 'feel' for a performance as they would in a studio [34] and, for choir members, virtual choirs were seen as unable to recreate the real-life experience of voices blending together as well as the social and emotional connection arising from singing together in person [25]. Similarly, performing arts teachers reported they could not replicate online the interplay of energy given and received in the physical presence of one another [37].…”

Interactive Learning: The Use of Multimedia with Hybrid Models in Balinese Language Subjects for Grade VII Students

“…The results of previous studies stated that the application of a hybrid learning model improves the quality of learning in students (O'Byrne & Pytash, 2015;Saichaie, 2020). Another form of hybrid learning is virtual meetings between educators and students (Li et al, 2021). Where they are possible to be in different places but can give each other feedback, ask questions, answer, interact between students and educators as well as between students (O' Byrne & Pytash, 2015;Saichaie, 2020).…”