Addressing COVID-19 with our Students: Do we, and if so, how?

A very large group attended our online webinar this evening, Taking your Teaching Artistry Online: Lesson from Nantong. One of the participant’s questions has lingered with me, so as I spend a sleepless evening, trying not to listen to the endless sirens chirping and wailing through Brooklyn, I’d like to address it.  Her question was, and I am paraphrasing,  Do we address COVID-19 with our students? And If so how? My guest, Lindsey Bailey, responded that she did not. That this direct addressing of the virus was not something that happened in China, and that this was not how the culture worked in her Nantong school a few hours north of Shanghai.  Completely understandable, as we should be responsive to the culture we teach in. But what does this question mean for those of us whose classroom, or societal cultures do enable this type of exploration?  So I want to take a look at how I would address this, some ways to get started, and how our own artistic and educational practice inform our choices.  

It would be difficult for me to not address such a massive issue as COVID-19 with any students I would be working worth.  It is one of, if not the, defining factor right now for our behavior and our environment- it is the reason we are teaching remotely,  our schedules have changed, and our social emotional reality has been shook.  To ignore it, for me, would be antithetical to my beliefs about teaching; That we acknowledge the social and emotional reality of our students. That we are conscious of the community that we create in our classrooms be they remote or in person, And that we are responsive to the intricate, divergent and overlapping communities (plural) that we share within that classroom.  In this case, all of this is directly effected by the COVID-19 Pandemic. So the question for me becomes,  Do we address this directly, or thematically. I believe that there are potential options for both to be done successfully, but in this case I would work thematically, Let me explain why.  I would want be very conscious of triggering or aggravating in any way the emotional state of the students, and especially careful because when we are working remotely there can be more obstacles to reading the room. It is easier to miss a shift in body language, a sigh or sound, or even that “feeling” of teachers intuition when we are navigating whatever technology is supporting our remote learning.  It seems important that we give students some space to breathe around this topic and the associated emotions, anxiety or stress that comes with it for them.  So our goal becomes to address this safely.  It should at best be empowering and reassuring for the student, and at worst entirely non-injurious.  To do this, I suggest working mindfully and thematically.  This begins with identifying themes associated with the virus.  You could do this alone, or virtually with a colleague.  Take out a piece of paper and something to write with, find a comfortable corner,  and make yourself a list.  What are the themes you notice coming up for you in association with COVID-19? Write down everything and anything that comes to mind.  My piece of paper would contain themes such as: Heroism, Health, safety, bravery, fear, public service, connectedness, social responsibility, family, home, spaces of comfort, leadership,… and the list can go on.  No two lists need be the same.  Next take a pause, and then read over your list. As you review what you wrote, there will of course be different levels of appropriateness depending on the age and ability of your students.  You know your students, you know what you intend to teach, so begin to narrow down your list to the theme, or themes that you will address. From this narrowed list you can develop activities and instruction through a variety of art forms, projects and modalities that explore this theme or themes.   You can delve deeper into the themes through presentations of the art, discussions, writing, responses as you deem appropriate.  This approach can provide many different ways to address the Virus, while being rich in content. It can also be very rewarding because if you do it successfully your students will feel better for it, and your community will be enhanced by it. It is through addressing shared lived experience that we build trust and community, and this applies to any age group or ability. 

As you select a theme to explore and think about activities, projects and scaffolding keep in mind your own artistic practice.  How do your address themes in your work? What are the steps you take? What brings you comfort? What brings you distress?  When the creative impulse that drives our artistic endeavors powers our teaching, students will feel the excitement and authenticity,  So asking these questions is a good preliminary step as long as we remember, not everyone makes, or learns, or responds like us,  So always take that moment to address modifications.  I like to start with what is natural to my process, ad then look at every step along the way and see what choices I can create for the student,  what agency and options can I provide for them - while staying true to the intention of the lesson.

May you be safe, and may this help you in doing the great work you do.  As always, write me with questions or comments by clicking here.