RESUMEN
The COVID-19 pandemic forced music teachers to modify their practice as delivery moved online in education settings around the globe. This article forms part of our wider study, Re-imaging the future: Music teaching and learning, and ICT in blended environments in Australia, that commenced in March 2021. In this article, the authors analyze and discuss Australian music teachers' perceptions of confidence, preference, and usage of music technologies, combined with Information and Communication Technologies (ICT) while teaching during COVID-19. Employing a quantitative methodology from data collected using an anonymous survey (N = 105), they report on teachers' attitudinal responses about ICT devices, confidence, and technology usage. The findings outline descriptive and correlational analyses between ICT use and teachers' integration of various devices, software, and related music technologies. The data show that teachers adapted their practice during this time of uncertainty, reporting increased confidence, application, and ICT usage. Data revealed an increase in the use of multiple technologies, resources, and software, which became an essential component of online teaching. The article concludes with recommendations for a longitudinal study of ICT usage in music education across Australia, accompanied by suggestions for increased professional learning, initial teacher training, changes in practice, and contingencies to sustain online learning into the future.
RESUMEN
During the pandemic years of 2020 and 2021, Melbourne in Australia endured one of the longest lockdowns in the world. Although the severe restrictions for faith communities in particular posed many setbacks, new opportunities for worship were experienced. This paper focuses on a research project that explored hope, grace, and resilience during COVID-19 in Melbourne. A total of 106 participants from a variety of Christian denominations in Melbourne completed an online survey in relation to the notion of grace. Thematic analysis of the qualitative data was employed to explore the lived experiences of the participants. Two overarching themes-God's grace offers favour, and God's grace provides strength and builds resilience-are discussed. The findings indicate that while grace is bountiful through faith, it can also be found in unexpected places within faith settings and the wider community. While generalizations from this study cannot be made to other faith communities, recommendations are offered in relation to ways in which 'church' may be experienced in 2022 and beyond. The study showed that "there is 'plenty' of grace". Its transformational power offers hope and builds resilience as God's grace "is not a limited commodity!"
RESUMEN
COVID-19 has had a profound effect on higher education institutions across the world. The rapid shift to blended teaching has meant changes to ways of teaching and learning. Author One (Australia) and Author Two (New Zealand) are tertiary academics in initial teacher education programmes. In this paper, they draw on narrative enquiry as a way to tell their stories of how they had to rapidly move from of face-to-face teaching to an emergency situation of online (cloud) teaching and learning. Through shared reflection, they offer a snapshot of their lived experience teaching music education, managing students and staff. In the findings, they discuss key challenges and opportunities they encountered in relation to student participation and engagement, teaching and learning, and wellbeing. Staying connected with each other across the Tasman Sea, using email and Zoom were important forms of providing mutual support that contributed positively to their sense of wellbeing as academics during this stressful time. They contend that universities need to consider the more human aspect of changes that have impacted staff and students. They question what the future will hold for initial teacher education programs post 2020. They suggest working collaboratively with schools, professional organisations, and industry when designing new programmes as the landscape of higher education changes due to the ongoing pandemic.
RESUMEN
Older women ballet and contemporary dancers resist the pervasive stereotypes of the dancing body as young, graceful, and athletic. They embody and enact a generative habitus, resisting cultural socialization that would deny them voice, visibility, and validation. This study explores the understandings of a group of older women dancers who are members of the Fine Lines contemporary dance ensemble for mature bodies, Melbourne, Australia. The data for this phenomenological study were gathered in 2017 and employ Interpretative Phenomenological Analysis as an analytic strategy. Our findings are reported under three overarching themes: Dance as a Community, Older Women Dancing, and Learning: Choreography and Improvisation.
