Resources for Studio and Performing Arts

Resources for Studio and
Performing Arts

We have all learned our disciplines, practiced our disciplines, and taught our disciplines by being in particular kinds of spaces (the studio, the theater, the rehearsal room). Each of us teaches in our own particular way, requiring students to push boundaries while focusing on the specificity and nuances of our artistic practices. We embrace exploration and experimentation, while requiring attention to craft and exactitude. We’re always asking ourselves, What is it we teach? How can we teach it? How can it be learned? 

Often, our teachinng occurs in shared, rarified spaces. When we meet face-to-face in the classroom, our pedagogy depends on embodied experiences: listening, observing, physically demonstrating (a stage direction, a dance move, a phrase of music), or creating images or objects. We share expertise and ideas in real time, in a collaborative learning environment.  

For these reasons and more, we experience disruption differently and — it must be said — more disruptively  than many of our colleagues in other disciplines. Much of the available technology to support hybrid or remote teaching in the classroom is not up to the demands of teaching in the studio and performing arts: Sound quality is often poor, with a significant lag time; the quality of visual images varies, with limited fields of focus; and perhaps most significantly, we lose the quality of embodiedness — a given when we are face-to-face, and central to the way we conceive of teaching.   

And yet this moment of disruption may provide us with the opportunity to reify our teaching practices, providing us with the means to discover new strategies, revise assignments, and identify resources that might enrich our face-to-face studios, rehearsal rooms, and stages. Remote teaching may allow us to innovate, reimagine, and experiment — to see what lies beyond traditional classroom encounters. As artists, we are creative problem solvers. The work that lies ahead falls directly in our wheelhouse: We talk, share, innovate, envision, and adapt to circumstances.

What follows are a few suggested approaches to courses in the performing and studio arts this fall as well as some resources to explore, use, and customize as part of a community of artist teachers.

Try This


  • Check with the Colgate Arts Council about the availability of funds to cover honoraria or fees for guest artists.
  • General digital resources include this COVID-19 Resource List from Gibney Dance, NYC; The Getty Research Institute’s Archives and Resources for Feminist Research; MEMORY, an independent artist-driven studio specializing in producing and curating innovative, thought-provoking works that push the formal boundaries of their medium; and ubu, a great archive of avant garde films, concrete poetry, papers, performances, music, and more.
Studio Art and Design Studio
Equipment Suggestions
Video Platforms to Explore
  • Colgate’s own resources on recording and using video
  • for creating a drawing chat room
  • Panopto: video recording that allows for interaction
  • Snagit for creating video from images
  • Camtasia for more advanced video capture and editing
  • Skitch: potentially useful for performance feedback submitted via video
  • GoReact: online video platform for student practice and assessment of performance-based skills
  • VideoAnt: video annotation tool developed by (and housed at) the University of Minnesota. It allows you to insert annotated feedback to students on their recorded video performance at the moment where the feedback applies within their video. Similar to GoReact


Much of the information here was gleaned from the Z.O.M.B.I. Survival Guide for VCUarts at Virginia Commonwealth University, and Teaching in the Context of COVID-19, co-authored by Jacqueline Wernimont at Dartmouth University and Cathy N. Davidson at the CUNY Graduate Center.