During the Corona pandemic, substantial parts of education had to be transformed into distance teaching and learning. It involved direct transfer of face-to-face task formats into digital contexts. This "emergency remote teaching" (Hodges et al. 2020) needs to be distinguished from voluntary, well-planned online teaching.
For art education, closer examination reveals findings of considerably greater consequence. In its complexity, the discipline in all ages and contexts has traditionally been oriented towards the presence of teachers and learners in a common physical space. Moreover, art education also draws substantial parts of its educational potential from the individual interaction of the participants, which integrates all the senses.
The national and international online discussion formats of art teachers that are frequent during the pandemic initially referred to simply keeping up teaching. Later, a focus on best practice and theoretical reflections appeared. This is also reflected in the first publications, which are still rare in the field of established print media, as well as in various online formats.
Based on the working hypothesis that the subject is currently undergoing permanent change, I have started to examine and theoretically reflect on the effects of the Corona pandemic on the core of the discipline. In my presentation, I will offer some preliminary thoughts including reflections on distance/presence, digital/analog media and aesthetics/anaesthetics.