ABSTRACT
While some accredited graduate art therapy programs already offered online learning and low residency options when the COVID pandemic hit, most were designed for in-person experiential learning with an art studio space. The author of this chapter, an instructor at Drexel University in Philadelphia, PA, U.S., was preparing to teach a content course that relied on art-based experientials, one of the “signature” pedagogies in art therapy education. She had to rebuild the course with careful attention to various modes of communication to hold a safe learning space. The pedagogical, technological, and personal rationale behind her choices are outlined and exposed in this chapter. This may provide new knowledge or aspects to consider when making changes to course delivery post-pandemic. Overall, this chapter aims to inspire us to reconsider our philosophies of teaching and how we can creatively and effectively meet the students where they are in their cycle of learning, whether we teach online, face-to-face, or a hybrid of the two.
