Speed: Pedagogy bypass: redirecting theatre learning in response to online learning

This paper traces the re-designing of an introduction to theatre and performance module at the higher tertiary level that moved completely to an online learning environment. The module contains a significant component of integrated embodied pedagogy and presentation: both in the learning and assessment. This paper will examine the justifications for re-mapping the embodied components onto a virtual environment so as to critically evaluate the potential and/or efficacy of moving embodied practice-led theatre education to an incorporeal space. The paper will also ruminate on the implications of such a move on theatre education and embodied learning.