Estrategias didácticas en escultura durante la enseñanza remota de emergencia: percepción docente

Abstract

This article is a case study of the teaching strategies followed in sculpture in the Visual Arts program at the University of Cuenca (Ecuador) during the emergency remote teaching process due to COVID-19. The objective was to understand the challenges faced by sculpture instruction during the mandatory virtualization process and how instructors responded to them. This qualitative research, with an interpretive approach, is based on in-depth interviews with faculty members who, at the time, faced the challenge of the pedagogical transition by adapting sculpture courses to an online format. The questions focused on the difficulties of teaching sculpture, the strategies implemented to address them, and the perceptions of the teaching work and the effects of these strategies. The resulting data were grouped into emerging categories that prompted valuable inferences and discussions to achieve a deeper understanding of the object of study. Among the results, the challenges faced by the lack of tools and materials, the use of video tutorials as a prominent teaching strategy, and the idea that, despite the strategies implemented, not all learning objectives could be met. Conclusions highlight the teachers' creativity, their ability to adapt to ICT, and the commitment they demonstrated to their students in the face of the extraordinary circumstances imposed by the pandemic.