Supporting Students in Rural Regions in the Age of Distance Learning

Abstract

As theatre educators shift to embracing virtual and distance learning strategies, it is important to recognize that not all online spaces are created equal when it comes to ensuring positive outcomes for students. For communities in rural areas, virtual learning might be difficult or practically inaccessible, due to lack of reliable internet or inability to facilitate remote work. Furthermore, virtual spaces may prove to be challenging in the replication of ensemble-oriented work that fosters students’ social skills and self-concept. This lack of access and support creates inequitable outcomes for students in rural Fluvanna County, Virginia. Reflecting upon Fluvanna’s arts education nonprofit Empowered Players (EP), this article addresses the significant challenges that arts educators in rural areas may face in implementing distance learning. The article highlights important considerations for teaching artists striving to replicate emotionally-supportive environments, and for those working to eliminate barriers to entry into the virtual space. Using my experiences with EP as a case study, the article seeks to provide possible answers and innovations for teachers searching for equitable and sustainable models for distance-learning / socially-distant theater education.