Item Details

Hitchhiker’s guide to reality: Devising an interdisciplinary radio play in a pandemic

Issue: Vol 21 No. 1 (2021) Special Issue: COVID-19, Music and the Asia-Pacific (Part 1)

Journal: Perfect Beat

Subject Areas: Popular Music

DOI: 10.1558/prbt.19305

Abstract:

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.

Author: Briony Luttrell, Hannah Joyce Banks, Andy Ward, Lachlan Goold

View Original Web Page

References :

Atkinson, Jean. 2001. Developing Teams through Project-based Learning. Aldershot: Gower Publishing. 

Bell, Stephanie. 2010. ‘Project-Based Learning for the 21st Century: Skills for the Future’. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 83/2: 39–43. https://doi.org/10.1080/00098650903505415

de Bernières, Louis. 2001. Sunday Morning at the Centre of the World. London: Vintage Books.

Bottomley, Andrew J. 2015. ‘Podcasting, Welcome to Night Vale, and the Revival of Radio Drama’. Journal of Radio & Audio Media 22/2: 179–89. https://doi.org/10.1080/19376529.2015.1083370

Brodie, L. 2013. ‘Problem-based Learning’. In University Teaching in Focus: A Learning-centred Approach, ed. L. Hunt and D. Chalmers, 145–63. New York: Routledge. https://doi.org/10.4324/9780203079690-9

Hmelo-Silver, C. E., and H. S. Barrows. 2006. ‘Goals and Strategies of a Problem-based Learning Facilitator’. Interdisciplinary Journal of Problem-based Learning 1/1: 21–39. https://doi.org/10.7771/1541-5015.1004

Klein, E., and J. Lewandowski-Cox. 2019. ‘Music Technology and Future Work Skills 2020: An Employability Mapping of Australian Undergraduate Music Technology Curriculum’. International Journal of Music Education 37/4: 636–53. https://doi.org/10.1177/0255761419861442

Kokotsaki, D., V. Menzies and A. Wiggins. 2016. ‘Project-based Learning: A Review of the Literature’. Improving Schools 19/3: 267–77. https://doi.org/10.1177/1365480216659733

Markham, T. 2011. ‘Project Based Learning: A Bridge Just Far Enough’. Teacher Librarian 39/2: 38–42.

Moirano, R., M. A. Sánchez and L. Štepánek. 2020. ‘Creative Interdisciplinary Collaboration: A Systematic Literature Review’. Thinking Skills and Creativity 35. https://doi.org/10.1016/j.tsc.2019.100626

Newell, R. J. 2003. Passion for Learning: How Project-based Learning Meets the Needs of 21st Century Students. Lanham, MD: Scarecrow Press. 

Sarrazin, N., ed. 2018. Problem-based Learning in the College Music Classroom, 1st edn. New York: Routledge. https://doi.org/10.4324/9781351265249

Tobias, E. S., M. R. Campbell and P. Greco. 2015. ‘Bringing Curriculum to Life: Enacting Project-Based Learning in Music Programs’. Music Educators Journal 102/2: 39–47. https://doi.org/10.1177/0027432115607602

Weimer, M. 2013. Learner-centered Teaching: Five Key Changes to Practice, 2nd edn. San Francisco: John Wiley & Sons.