Some secondary schools chose not to return to their classrooms full-time, but instead required teachers to work in a hybrid model. This decision meant that teachers had to continue to blend remote learning with in-person community learning.

Please read CODE's response to hybrid learning, published in September 2021: CODE Response to Hybrid Learning

The following are some suggested strategies for hybrid learning models in drama and dance: 

  • Use in-person time for active learning, such as games and exercises, collaborative work in physically distanced groups, creating and presenting drama and dance works and giving feedback using the critical analysis process. 

  • If possible, consider moving in-person activities outside where students have more space and can experiment with creating drama and dance that interacts with the environment. 

  • Use asynchronous learning time at home for solo tasks such as reading scripts, creative writing, creating journals or portfolios of original work, or finding sources of inspiration for creative work that will take place in person. 

  • If digital tools are available, students can view recorded theatre productions online, contribute ideas for project work through Jamboard, and can write scripts collaboratively through Google Docs. Students may be able to use apps such as Flipgrid to record performance work that can be posted for feedback from their peers through comment threads. Groups may be able to meet virtually to discuss, plan, and rehearse in-class assignments.

  • What we see on the screen is mirrored, and what others see is not. So finding your left from your right can be confusing. Establish this early on so students know how to perform to a camera. 

  • Always make sure there is good light so the body can be seen. Sometimes some students perform in a backlit room, and in those cases they look like shadows and silhouettes, which can be very effective but should be a conscious choice.

  • With warmups, have a student present while the teacher assesses. Everyone should be able to have their camera/video far enough away that the whole body is visible. Students can set the view so that you see the presenter on the full screen and not necessarily the whole class. 

  • For group work, create breakout rooms, with a time limit of 10 to 15 minutes. The teacher circulates between breakout rooms.

  • When presenting work, have only the presenters’ screens on, and everyone else can mute and turn their video off. This way, the only screens visible on the monitor are the presenters. 

  • When doing site-specific dancing (live session), some students used the computer as a prop and carried it to new sites as if it were the body and eyes. 

  • When accommodating for space, do chair warmups and chair dances so that students can stay in their self space. Different body bases that were used in chair dances were the bum, hips, back, hands, knees and feet. 

  • When performing, the teacher can record the screen or the session, so students' collaborative performances are recorded for assessment. Students can also record their own performance in a break out room or if they are working collaboratively outside of school hours. They can then submit this recording as their final performance. 

  • It can sometimes be hard to hear the music, so it works better when a DJ or someone else plays the music from their computer. Usually, one of the instructors could it, but it might be a good job for a student to take on. 

  • Much of the choreography may have to be created without music, working with counts or improv sections. Music may be added during the performance, providing "happy accidents". Reflect on the importance of music to relay an emotion.

Visit CODE YouTube to watch drama and dance classes in action and also view resources easily adaptable for distance learning posted by our Regional Coordinators during COVID.