This thesis will explore the various adaptations dance majors at Pace University were required to make to their training during the shift to remote learning due to the COVID-19 Pandemic, beginning in March of 2020. Prior to universities moving to a completely remote learning environment as a result of COVID-19, collegiate-level dance had never been taught through an online platform. Because of this, dancers needed to shift the way in which they were training for this extended period of time. To begin my research on this topic, I first collected various scholarly articles and journal entries that related to the topic of online learning at the collegiate level to understand the relationship students have with learning remotely. However, the current research lacked information regarding the perspective of the dancer during remote learning for such a significant amount of time; therefore I needed to conduct my own research to discover this. To do so, I administered an anonymous survey to current and former dance majors at Pace University (between the classes of 2021 and 2024). I asked these students various questions relating to their personal experience with remote learning as a dance major, the adaptations they were forced to make to their training, and which aspects of this learning period they personally found successful or unsuccessful. The overall goal of this thesis is to determine the various effects a period of remote learning would have on a dancer at the collegiate level, and to further explore the individual perspective of dancers who experienced this type of training firsthand to understand how successful or unsuccessful they personally felt their remote learning experience was. Through this research, discussions can be raised on how to better plan for a remote learning scenario in the future, should dancers be forced to strictly remote training again.
Kurtz, Taylor, "The Effect of the COVID-19 Pandemic on Collegiate Dance Majors at Pace University" (2022). Honors College Theses. 355.