Shifts in Pedagogy and Autonomy in Virtual Dance Teaching and Learning

ABSTRACT

This qualitative study investigates how two dance teachers (one in Toronto and the other in Hong Kong) shifted issues of pedagogy and autonomy in virtual dance classes during the COVID-19 pandemic. It reveals that participants quickly adapt to new environments and utilize available technologies in both teaching and learning. The study shares insights and practical strategies for dance educators to adapt and apply in regular dance classes even after the pandemic. In addition to teachers’ perspectives on virtual teaching, selected student works highlight how the shift of autonomy fosters creativity and boosts confidence.

KEYWORDS:

• Pedagogy
• autonomy
• COVID-19
• virtual
• technology

Acknowledgments

I would like to thank Ms. Candice Spyker and Ms. Jane Deluzio for their invaluable insight throughout this entire research endeavour.

Disclosure Statement

No potential conflict of interest was reported by the author.

Notes

1. Written consent to use quotes and images was obtained from participants who were 18 years old or older. For minors, consent was obtained by their parents; the involved teacher sent out permission request letters to relevant participants in this study.