Abstract
In this concise paper, I present an account of my recent experience designing blended- delivery pre-service teacher education in drama and dance. The challenges of space and the role of the teacher in arts pedagogy are examined and reconceptualised in order to develop learning experiences that have greater equivalence across delivery modes. The question of “can we create drama and dance together without ever being in the same room?” is explored.
Keywords
Performing arts education, preservice teacher education.