Building the dance community virtually during COVID-19

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2021-06-04 DOI:10.1080/10632913.2021.1931598

Dale Schmid, Susan McGreevy-Nichols

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引用次数: 6

Abstract

Abstract With the advent of the global pandemic wrought by COVID-19, much of the world’s citizenry was forced to immediately pivot to new ways of doing business. This included shifting instructional delivery systems around the globe to online platforms. In the US and elsewhere, the dance education community displayed remarkable resiliency and perhaps more importantly – an amazing affinity for communal problem solving. As the nation’s leading, nonprofit, membership organization dedicated to advancing dance education centered in the arts, the National Dance Education Organization (NDEO), “Identifies and acts in constructive and strategic ways to positively shape public, social and education policy about and for dance in education…” Accordingly, NDEO played a major role as a convener of dance educators throughout the US to problem solve how to provide equitable access to quality opportunities for learning in dance, delivered in a responsibly socially distanced manner as dictated by the latest science. This article highlights salient aspects of the shared journey of the dance education community during the pandemic. What is chronicled here is a demonstration of ways in which dance education is better due to collective impact of a cross-section of the nations’ dance educators, acting as stewards of the art of dance.

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在新冠肺炎期间建立虚拟舞蹈社区

摘要随着新冠肺炎造成的全球大流行的到来，世界上许多公民被迫立即转向新的经营方式。这包括将全球各地的教学交付系统转移到在线平台。在美国和其他地方，舞蹈教育界表现出了非凡的韧性，也许更重要的是，他们对解决社区问题有着惊人的亲和力。作为国家领先的非营利会员组织，致力于推进以艺术为中心的舞蹈教育，国家舞蹈教育组织（NDEO），“以建设性和战略性的方式确定并采取行动，积极制定关于舞蹈教育的公共、社会和教育政策……”因此，NDEO作为美国各地舞蹈教育工作者的召集人发挥了重要作用，以解决如何公平获得高质量的舞蹈学习机会的问题，并按照最新科学的要求，以负责任的社交距离方式提供。这篇文章强调了舞蹈教育界在疫情期间共同旅程的突出方面。这里所记录的是一个展示，由于各国舞蹈教育工作者作为舞蹈艺术管理者的集体影响，舞蹈教育在哪些方面更好。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.