Abstract
ABSTRACT In the months following the emergence of the COVID-19 pandemic, faculty in all sectors of higher education scrambled to find solutions for teaching and learning safely. This article examines a pedagogical partnership between acting and animation professors who devised a series of collaborative classroom projects for their students. The two faculty reflect on the outcomes of the project, which unfolded in three different iterations over two semesters and brought undergraduate and graduate students together in collaborative, cross-disciplinary teams. An aspirational vision for future collaborations sets out how this pedagogical partnership might be further developed to enhance students’ training and learning in both the visual and performing arts.
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