Hitchhiker’s guide to reality
Devising an interdisciplinary radio play in a pandemic
Bibliographic Data
| ID | 14970758 |
|---|---|
| Authors | Briony Luttrell (0000-0002-8378-7333, University of the Sunshine Coast, corresponding author), Hannah Joyce Banks (0000-0003-3625-2317, University of the Sunshine Coast), Andy Ward (0000-0002-2646-6920, University of the Sunshine Coast), Lachlan Goold (0000-0002-8635-2466, University of the Sunshine Coast) |
| Year | 2021 |
| Volume | 21 |
| Issue | 1 |
| Pages | 69-75 |
| Publication date | 2021-08-28 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Perfect Beat (JOURNAL) |
| Journal identifiers | ISSN: 1038-2909 • E-ISSN: 1836-0343 |
| Publisher | Equinox Publishing (PUBLISHER • GB) |
| DOI | 10.1558/prbt.19305 |
| OpenAlex | W3197132452 |
| Language | EN |
| References cited | 10 |
In this article we explore a collaborative interdisciplinary Theatre and Music production as part of two undergraduate courses at the University of the Sunshine Coast, Australia, during COVID-19. Tertiary intuitions all over the world are currently being forced to adapt in radical response to the pandemic. The specific conditions of the authors’ experience prompted this collaboration where both teaching and learning occurred in an unstable, unpredictable and unprecedented environment. Experiences during the semester and the outcomes of the project were rich, multifaceted, and exceeded expectations. This included several weeks of intensive collaborative rehearsal and creative development, university-facing performances, and a public-facing performance at a NightQuarter event which had over 4,500 attendees. This article unpacks the ideas of Project-Based Learning (Bell 2010) and interdisciplinary collaboration, in order to understand the impact on teaching and learning and the potential of this model
2019-20 coronavirus outbreak · Collaborative learning · Pandemic · Pedagogy · Sociology · Digital Storytelling and Education · Experimental Learning in Engineering · History · Medicine · Reflective Practices in Education
| Highly cited | No |
|---|