Learning to stream and streaming to learn

How do you assess productions on Performing Arts programmes if there is no audience? This was a significant problem facing me and my colleagues within the Performing Arts department when returning to a blended learning model at the beginning of the 20/21 academic year. Planning had taken place over the summer for the delivery of skills or seminar-based modules but the uncertainty over government guidance meant we were creating multiple, increasingly complex contingencies for solutions that might never be needed. The specific problem was that we had level 5 and 6 students on four performing arts programmes who were due to undertake performance projects with guest directors and choreographers. The modules were designed to assess the students’ ability to perform for an audience. In addition, students had to engage in group creative practice to demonstrate integration of practical skills in their live performance. The problem was, therefore, how to create a model of delivery and assessment which allowed the students to develop the skills necessary to meet module learning outcomes through live performance with no audience present.