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Even though the performance-based academic materials are useful for visual and performing arts studies, their availability is comparatively low in virtual space which makes difficult to find appropriate online resources to enrich their theoretical and practical knowledge. This study investigated the online resource utilisation and its barriers among visual and performing arts students of Swami Vipulananda Institute of Aesthetic Studies, Eastern University, Sri Lanka. A questionnaire survey was conducted among 246 randomly selected undergraduates and focus group discussion was conducted among sixteen students. The results revealed that the students mainly use social media, google applications, mobile applications and websites for their academic purposes. These online resources are significantly associated with students' academic disciplines. Instagram, Google slide share, Google art and culture, Google photo, Google drive, Art Gallery and Museum collection are significantly associated with Visual Technological Art students (p<0.05). Viber and YouTube are significantly associated with the discipline of dance (p<0.05), while Carnatic Music Apps and YouTube are significantly associated with the discipline of music (p<0.05). However, the drama and theatre students mainly use general google search, university and library websites significantly, and YouTube (p<0.05). The major barrier to accessing media content was poor internet connectivity. The loss of traditional teacher-student relationships and creativity were identified as consequences of online resource usage in performance-based studies. The study recommends that the library should play a role in making aware of the appropriate online performance-based resources among students to support the present curricula. [ABSTRACT FROM AUTHOR]

The educational needs of young adolescents require that curricula include a more expanded set of multiple integrative approaches, including new literacies, and that it be “challenging, exploratory, integrative, and relevant” (National Middle School Association, 2010). Although educators are now focusing on the addition of digital formats to expand presentation of content material in classroom activities, the role of visual and performing arts in these same academic experiences may not be receiving as much attention. Researchers have shown the importance of these aesthetic approaches, and national standards have provided mandates for meeting middle grade students’ educational requirements (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). In an effort to provide middle grade educators with ideas and students with formats that balance their instruction and motive/engage all students regardless of levels of achievement, a review of research is provided to support these approaches, and two examples of effective classroom activities are explained. [ABSTRACT FROM PUBLISHER]