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Teaching the Arts in Testing Times: A Western Australian Perspective on COVID Impacts

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Title: Teaching the Arts in Testing Times: A Western Australian Perspective on COVID Impacts
Language: English
Authors: Paris, Lisa F. (ORCID 0000-0003-2410-6849), Lowe, Geoffrey M., Gray, Christina (ORCID 0000-0001-8464-1961), Perry, Angela, Warwick, Lara
Source: Australian Journal of Education. Apr 2023 67(1):46-61.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Art Education, Foreign Countries, COVID-19, Pandemics, Secondary School Teachers, Art Teachers, Distance Education, Web Based Instruction, Teaching Experience, Barriers, Affordances, Teacher Attitudes
Geographic Terms: Australia
DOI: 10.1177/00049441221137074
ISSN: 0004-9441
2050-5884
Abstract: Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376204
Database: ERIC
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  Data: Teaching the Arts in Testing Times: A Western Australian Perspective on COVID Impacts
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  Data: <searchLink fieldCode="AR" term="%22Paris%2C+Lisa+F%2E%22">Paris, Lisa F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2410-6849">0000-0003-2410-6849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lowe%2C+Geoffrey+M%2E%22">Lowe, Geoffrey M.</searchLink><br /><searchLink fieldCode="AR" term="%22Gray%2C+Christina%22">Gray, Christina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8464-1961">0000-0001-8464-1961</externalLink>)<br /><searchLink fieldCode="AR" term="%22Perry%2C+Angela%22">Perry, Angela</searchLink><br /><searchLink fieldCode="AR" term="%22Warwick%2C+Lara%22">Warwick, Lara</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Education%22"><i>Australian Journal of Education</i></searchLink>. Apr 2023 67(1):46-61.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1177/00049441221137074
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  Data: Expert secondary Arts teachers are highly trained specialists well versed in face-to-face individual and group teaching pedagogies. Given the highly personalised nature of Arts teaching practice, the shift to online teaching resulting from COVID-19 lockdowns presented many with challenges for which they had little or no formal training. Many teachers felt stressed, isolated and unsure about where to turn for help. As there are demonstrated links between stress and attrition, it is important to reflect upon the experiences of these teachers with the aim of developing future mitigation strategies. The research reported here synthesises the online teaching experiences of 15 expert Arts specialists in Western Australia and revealed that being a digital native was not in itself sufficient to ameliorate online teaching challenges. Rather, the study found that teachers with deep pedagogical practice knowledge and a reflexive/flexible approach fared better than those with high levels of technology familiarity. The importance of collegiality and mentoring in an online setting, along with a reappraisal of teaching priorities emerged as key findings and serve as a timely reminder of the importance of collaboration, especially in testing times.
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      – SubjectFull: Australia
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