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COVID Pedagogies: Tools, Content & Strategies

Pandemic Online Learning: A Pedagogy of Vulnerability

Pandemic Online Learning: A Pedagogy of Vulnerability

Pandemic Online Learning: A Pedagogy of Vulnerability information

Speakers: Pam Patterson, Daniel Payne and Angie Ma

Presentation date: March 23 2021

Pandemic Online Learning: A Pedagogy of Vulnerability with Pam Patterson, Daniel Payne and Angie Ma provides a glimpse into early pandemic creation research and provides insight into pedagogical strategies that allow vulnerability to be transparent and accessible in/for online teaching and learning.


Pam Patterson:

Pam Patterson (BA Fine Arts & Theatre, MEd, PhD in Arts Education) has, for over 30 years, been active in the art, performance and women’s communities. Her research, performance, visual work, curating and teaching have focussed on embodiment in art practice, the “body” or haptic in art, women and health, disability, women’s studies and feminist art education. Her articles, reviews and research have appeared in numerous journals, magazines, books, and exhibition catalogues. Her book, Enacting Learning: An Arts-Informed Inquiry with the Bay Area Artists for Women’s Art (BAAWA) was published by Lambert Academic Publishing, Saarbrücken, Germany. She was also Director of Research for the Canadian Society for Education through Art (CSEA) and acted as an ambassador for OCADU and OISE, University of Toronto for the Canadian Association for the Study of Women and Education (CASWE)

Patterson has directed graduate and undergraduate courses and programs for various Canadian institutions. She was Head, Fibre, and Curator for Art in Public Spaces, The Banff Centre and, for over 10 years, taught performance, installation, multi-media and drawing in the studio program at the Art Gallery of Ontario and in Youth Studio (a program she founded) at the Toronto School of Art. Patterson has been teaching drawing, art education, contemporary art and criticism and curatorial practice, and coordinating Art and Design Education Lab in the Faculty of Art at OCADU since 2010. Since 2004 she has been directing WIAprojects, a feminist interdisciplinary program in community-based, arts-informed, feminist-inspired research. For WIAprojects, she mentors emerging trans and women artists and curators, and curates exhibitions, performances and events. WIAprojects also publishes various documents and monographs.

As a queer disability performance and visual artist, Patterson has exhibited and performed across Canada and internationally solo, and with Leena Raudvee as ARTIFACTS. Works include performance/videos: Distended Topographies at EdgeZones, Miami and Red Square for TorinoPERFORMANCEART International Festival, Turin, Italy. Other works include: Body as Site/Sight, presented at A Space for 7A11D International Performance Art Festival in Toronto; and performance works from the “Body in Extremis” series for Psi: Being Uncomfortable, Brown University, Rhode Island, Towards Tomorrow, Aberystwyth, Wales, and Performance as Pedagogy, Victoria, BC.

Patterson presented a new work with ARTIFACTS for Made of Walking, in La Romieu, France, August 2017 and worked in a self-directed residency developing new visual and performative work in Ireland in Sept. 2017 exhibiting this work at Shankill Castle, August 2018 for the Kilkenny Arts Festival and in September 2019, in Land Liminality Loss, Toronto.


Daniel Payne:

Daniel Payne’s credentials, while focused in Library and Information Science,  are quite unique. He has a MA, Library and Information Science; a  MA, Musicology (with Thesis) and a BEd. Daniel is Head of Reference & Instructional Services at OCAD University’s Dorothy H. Hoover Library. He has promoted an active, innovative information literacy program at OCAD U that includes a site intervention curriculum where studio-based pedagogy is used to facilitate the creation of site-specific works designed to be embedded in the library’s physical space. Since 2008, he has taught the graduate-level course Art Librarianship: Theory Informs Practice at the University of Toronto's Faculty of Information. The entire syllabus, course readings, and course description were authored by Daniel. 

He has presented papers at international librarianship conferences in Durban, South Africa; Toronto; Washington, D.C.;, Seattle; and Dublin, Ireland. Daniel has published three articles with the Art Librarians Society of the UK and Ireland’s Art Libraries Journal and has been invited to co-edit an issue in the fall of 2020 on the theme of decolonizing the art library.  In addition, Daniel self-published a history of library and information services at OCAD University from 1876 to the present. His research interest focus on the information sources used in studio-based learning, the nature and structure of creative spaces, finding intersections between Indigenous Knowledge Systems and information literacy, and the history of libraries in culture. 

In his spare time, Daniel plays violoncello and maintains the principle position of the Counterpoint Community Orchestra and Arcady Choir and Orchestra.


Angie Ma: 

Angie Ma is an undergraduate student enrolled in OCADU’s Drawing and Painting program. In her visual work as a painter, her creative practice has been about understanding her cultural identity as a Chinese Canadian woman and as a source of healing and self-care. She has exhibited her work at OCAD at Research 114, Land/Liminality/Loss and at the Teaching Expo in 2020. She has been hosting workshops at OCAD around identity, storytelling and community-building both online and in gallery.
She hosted a workshop in collaboration with Health and Wellness peer support for students who experience the effects of land displacement, as part of Liminality, Loss exhibition, using storytelling to share the complexities of settler/immigrant experience in connection with land, loss and trauma. She has written a reflection piece on ‘Difficult pedagogies’ published in Canadian Art Teacher in 2020. She hosted workshops at the Art Gallery of Ontario and at OCAD with Vicky Talwar for Art and Design (ADEL) students on interpretative learning and intersectionality. She has also worked at the Art Gallery of Ontario as a summer camp counsellor, assisting studio instructors and creating safe and fun creative learning environments for children. 

In her research, Angie has complied an annotated bibliography of resources on teaching in times of crisis including teaching and learning strategies on teacher wellness as well as collection of resources discussing the inequities of race, economic, social and environmental issues pushed to the forefront by Covid-19. She has also been hosting online open studio workshops for students as a space for students to stay connected amidst this pandemic through their creative expression and play. Some of the activities they did included visiting online galleries together, getting feedback on creative work and participation in collaborative performance activities. She has written a curriculum document on this benefits of including designated studio sessions as apart of online learning to foster networks and communities of care. The annotated bibliography and curriculum document are published with Libguides, OCAD’s Library and Research online guides.
Angie is interested in continuing her practice after she graduates with her BFA in Fine Arts as a researcher, educator and artist creating spaces of connection and compassion.