https://orcid.org/0000-0002-6267-2393
![Sample our Communication Studies journals, sign in here to start your access, 2013 & 2014 volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5927/TOC-Subject-Sample-2021-Information-Science2.jpg"})
ABSTRACT
This article is a comprehensive literature review of e-learning research, particularly as it relates to equitable teaching practices and to the field of theatre voice studies. This literature review (1) highlights effective, non-discipline-specific online pedagogical practices, (2) offers considerations toward equity and accessibility in a digitized and online education context, and (3) examines these online pedagogical practices for theatre performance. The Covid-19 Pandemic resulted in an interruption to in-person classes worldwide in 2020, and an unprecedented pivot to teaching online maintained continuity in many North American universities. What was initially accepted as a stop-gap measure may become the educational context for many students for the foreseeable future. Thus, the concepts and theories in this literature review are correlated with the learning modalities in theatre performance education, offering instructors versed in embodied pedagogical practices a framework to support the design and facilitation of online courses. Specifically, the applicable focus is for theatre voice, speech, and text classes for acting students in theatre training programs.
Disclosure Statement
No potential conflict of interest was reported by the author.
Notes
1. In this quotation, Darby and Lang quote Tobin and Behling (Citation2018) on pages 1 and 130. See Tobin and Behling (Citation2018) for the primary source.
2. Computer-Mediated Communication.
3. For further information on the primary source, see Garrison, Anderson, and Archer (Citation2001, 11).
4. See Barthes 1992 [Citation1981], 184) for the primary source.
5. The original quote was reformatted to include bullet points for clarity.
6. See Pawan et al. (Citation2003) for the primary source.
7. The original quote was reformatted to include bullet points for clarity.
8. The original quote was reformatted to include bullet points for clarity.
9. For more information see Pitches (Citation2014).
10. A curated list of online resources, VASTA Links, is a member benefit of Voice and Speech Trainers Association. It offers up to date online resources for Accents and Dialects, Anatomy, Audio Software, IPA Fonts and Input Helpers, Languages and Linguistics, Phonetics and Phonetic Notation, Pronunciation Guides, etc. Please see vasta.org for more information on the resources available to members.
11. I am affiliated with this organization and methodology, and I am a Certified Teacher of KTS.
12. See Sansom (Citation2016) for a discussion of learning theories in voice pedagogy.
13. “In real life.” IRL is a common abbreviation in online forums.
Additional information
Notes on contributors
Shannon Vickers
Shannon Vickers is a Professor in the Department of Theatre and Film at the University of Winnipeg. She has served as a voice, speech, and/or text coach on over 30 professional theatre productions in Canada. She earned a BFA in acting at the University of Windsor, an MFA in theatre voice pedagogy at the University of Alberta and is a Certified Teacher of Knight-Thompson Speechwork. Shannon recently served as a co-investigator for the SSHRC-IDG funded Best Practices in Indigenous Accents.