Remote learning stories: Stafford Smith ponders how online environment ushered in by pandemic will affect art, classes going forward

At the time stay-at-home orders related to the COVID-19 pandemic went into effect, Stafford Smith's photography students had been assigned to come up with any image they wanted for a project.

Not surprisingly, about a quarter of his students in an advanced photoshop class chose to express reactions to the pandemic. He has seen work portraying fear, but also about how to occupy themselves or their choices for finding a way to escape.

"This is a huge shift in their lives and that always comes out in art," said Smith, who has advised his students that this time period is one of those generational touchstones that alter perspectives.

Indeed, this time has caused Smith to ponder other shifts in perspective, including what the future holds for the world of art with the online emphasis that was suddenly brought to the fore.

"There are going to be more social media and more online opportunities than there used to be; this in a way is the new norm," Smith said. "I think we need to reorient our artistic output for online consumption."

He acknowledges that pivot is more natural for some art disciplines than others, just as online learning was for his digital photography class versus other disciplines, such as sculpture.

The online environment meshes in many ways with the social inclinations of students who focus on devices even in a classroom, Smith said. He also has noticed a tendency among some students in the online learning environment that other faculty members have, something he called a "silver lining": Students who may not have engaged in classroom discussion are more likely to do so in chat discussions.

Challenges he has encountered include the disappointment of capstone students who are missing out on long-planned exhibitions and the celebration that comes with them. 

And he said he is concerned about missing out on seeing students' work incrementally so he can help them make necessary adjustments. He is more likely to catch something looking over a shoulder, especially since some students don't seek feedback. Those kinds of critiques are important for assignments like the final one, a portfolio of 10 images linked thematically or conceptually.

"When I see flaws, I tell them, 'I'm going to mark you down for it, so I'm giving you the option of fixing it.' It's a better learning experience knowing when something needs to be improved," Smith said. "Some students don't want to show me anything until they think it's perfect."