Hitchhiker’s guide to reality
Devising an interdisciplinary radio play in a pandemic
Keywords:theatre, music, interdisciplinary, COVID, project-based learning
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.
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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: 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 DOI: https://doi.org/10.1177/0027432115607602
Weimer, M. 2013. Learner-centered Teaching: Five Key Changes to Practice, 2nd edn. San Francisco: John Wiley & Sons.
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.