It seems like schools do more harm than good in a pandemic era. As a result, children will become morons and teachers will become psychos. Education is not so much the acquisition of knowledge, but to a much greater extent it is upbringing. In the distance education mode, there is no education at all. What to do? So far, I see the only way to solve the problem is for parents to teach their children themselves. Or hire private teachers on a contract basis. There is also a "Home Education" option where parents form small groups of several children who are taught by visiting teachers for a fee. In other words, there will be two directions in the era of coronavirus:

a) For the poor, this is Online education, which is bad or very bad.

b) For the rich, this is Offline education, which must be good or very good depending on the size of the parents' wallet.

The theory part of these subjects may be taught through online classes. These can be used for leadership development, discipline etc.

A very relevant question. As Lokesh Prasad Dash has affirmed the theory part of these subjects may be taught through online classes.

I am aware of a few expert coaches having practical online sessions of physical education and sports, art and music etc. It all depends on the creativity of the one who is handling these subjects and the need to motivate.

In our school, course packs are sent via couriers to students who have no means for any online resources. However, these students are at a disadvantage in learning the skills e.g. dance routines and exercise activities which are synchronously taught online

Pre-Covid, generally, in UK primary schools (5-11), the creative arts subjects are continually pushed out of what should be a broad and balanced curriculum by excessive amounts of Literacy and Numeracy teaching. In many respects, the curriculum is significantly reduced due to our high-stakes assessment regime which focuses on these two subjects through the imposition of nationally applied Standard Assessment Tests (SATS) - particularly at the end of what is known as Key Stage 2 (at age 10/11) before transition into the secondary phase. In assessing the success or 'failure' of a primary school, our rather draconian inspection regime operating through what is supposed to be an independent organisation (OFSTED), uses the results of these totally unsuitable national tests as key indicators. Hence the focus on Literacy and Numeracy with schools being placed firmly in a quasi-marketplace in competition with each other all at the cost of the rich experience pupils should gain through an engagement with the creative and practical arts. In secondary schooling things are not much better, ten years ago a particularly 'right-wing' government ideology ripped through our national education system like a hurricane - again, the focus being to place schools in the 'marketplace', to roll-back the influence of Local Authorities, to curb the influence of universities in teacher training and to create 'Free Schools' and 'Academy Trusts' funded directly by private backers and the Government. In 2013, Michael Gove, the then Secretary of State for Education, imposed a number of significant changes to the examinations system at the end of Key Stage 4 (16 year olds taking GCSEs ) and (to a lesser extent) Key Stage 5 (sixth form...18 yr old taking their A Levels). At GCSE Gove imposed his English Baccaleuriat consisting of five GCSE subjects taking priority over all others...English, Maths, Science, a Humanities option (History or Geography) and a Language. Where are the Arts-based/practical subjects? Exactly...their absence is particularly noted. Thus, secondary schools, in order to comply with this imposed curriculum (with an emphasis on summative/end of course examinations rather than continual assessment through coursework) restricted access to practical and arts-based teaching and learning...it still existed, of course, but the status of these subjects was further reduced/eroded.

So...back to the subject...how can schools engage their learners with practical and arts-based subjects during this Covid-19 pandemic. From the UK perspective it takes a particularly determined and imaginative teacher to turn socially distanced classroom environments, where didactive teaching is the easiest to do, into collaborative/inclusive places for exploring and engaging learning in a creative way. I hate to sound pessimistic, but perhaps Covid-19 and the rise in on-line/distance learning in our schools because of it, will prove to be another 'nail in the coffin' of creative approaches to learning (mirroring what's happening across our country where people like Jeff Bezos of Amazon fame are making billions in profit as on-line shopping further erodes our traditional High Streets, where it's OK to visit a bar, go to a restaurant, even go grouse shooting if you fancy it....but theatres remain shut, arts-centres are boarded up, freelance artists are losing their living and now even the cinemas have closed). Apologies for the pessimistic answer (and something of a 'rant' too!)

[email protected]: transformative learning for person and society in teaching digital online again.

In my opinion, the first thing that should be clear is that the pandemic is not over yet, so it is necessary to try to minimize the exposure of the population, with or without risk, since we are all potential vectors, even if we already suffered from the disease. After this, in my opinion, we must continue an adaptation to the virtual world, group classes, or in the best of cases look for very open spaces while maintaining good social distancing in the case of sports.

A clear example where education has been affected is also the case of medical education, to see what has been done in this sector I invite you to read the following manuscript

Article Educación médica en tiempo de Pandemia: el caso de la Enferm...

I am not an example of the norm for the art teacher in America. Most of my colleagues in other districts teaching high school are making art history their primary focus. They utilize reading and worksheet packets complemented by lectures, visuals, YouTube tutorials, and PowerPoints. Each unit is characterized with an assigned project, usually of 2D origin. This approach is fine, but the student population I teach, more agriculture or country kids could not survive that curriculum and maintain interest or good grades. I am a 3D teacher who teaches stained glass, 3D Design or basic mixed media/sculpture, and ceramics. We had to put the stained glass on hold because of liability concerns and safety. Working on glass at home with siblings and minimal monitoring would not be wise. However, I have figures out how to be successful with a good percentage of projects in the other course. I have scheduled 3 drive-thru dates for students where they come by the school for supplies. The first at the beginning of school, they were driven by parents through our parking lot by my building, and we all had masks on. I met each car and gave the students a bag with all the supplies (clay, pencils, tools, bags, erasers, etc. that they would need for the first quarter). Instruction and guidance then happened during the online meetings. The first quarter is about to be over, and I have the second drive-thru scheduled for this week. Students will be driven to the gate by my room. Everyone must wear masks. Their parent stops at the gate that is blocked with my table and a 6 shelf cart. The student gets out, drops off their finished project on the shelf with their period number on it, and then grabs a new bag of supplies for the next 8 weeks. Ceramic students are dropping off greenware projects that I will fire while they work on their next project, and 3D students drop off their finished projects. They have also submitted photos on google classroom. When ceramic greenware is fired, I will keep them in the class until the spring semester when they return (we hope) and they will have at least 3 pieces to be glazing. This process is working very well, and the drop-off and pick-up of supplies has gone exceptionally smooth, with not physical contact involved. I'm sure that parents do not appreciate how much extra work this takes on my part, but I feel good about not making my students suffer through boring art history packets like everyone did in March of this year when we first closed down.

數位的學習，無法給予學生有效的"體育、音樂藝術"課程，雖然市場有人推出這方面的系統，但就我們目前是在教學現場(我在學校教體育，同時也有開設音樂補習班)，接受這樣學習方式的學生，他的學習成就是低落的。

Digital learning does not provide students with effective "physical education, music and art" courses. Although there are systems on the market for this, in our current teaching situation (I teach physical education at a school and also offer music tutorials), the achievement of students who receive this type of learning is low.

Me parece no deben ir a la escuela de manera física, sino clases en línea por videoconferencias para respaldar a alumnos en salud. Se puede poner videos para hacer ejercicios en casa.