This article explores the impact of COVID-19 on the physical learning spaces of art and design students to consider how this has informed and influenced the creative process, emotional resilience and engagement with learning during this difficult year of restrictions. More specifically, it draws on the experiences of students in a Foundation Art and Design programme in a Further Education college in the North of England as a case study. As a transitional year between Further Education (FE) and Higher Education (HE), this programme is designed to be transformative in terms of theoretical knowledge, practical skills and shaping student identities through ‘becoming’ creative practitioners. Concepts of liminality and liminal spaces provide a lens through which to offer an account of the nature and scope of these transformative experiences over the past year. As an accidental ethnography (Levitan et al. 2017), aspects discussed suggest that whilst COVID-19 had a significant negative impact on the experiences and progression of this cohort of students, there have also been many positive outcomes suggesting that this particular programme has maintained its transformative ambitions.

中文翻译：

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创造力和 COVID-19 的创伤：基础艺术和设计专业的学生如何在大流行期间度过一段极限之旅？

本文探讨了 COVID-19 对艺术和设计专业学生的物理学习空间的影响，以考虑在这一困难的限制年份，这如何影响和影响创作过程、情绪恢复力和学习参与度。更具体地说，它以英格兰北部一所继续教育学院的基础艺术与设计课程的学生的经验作为案例研究。作为继续教育 (FE) 和高等教育 (HE) 之间的过渡年，该计划旨在通过“成为”创意实践者，在理论知识、实践技能和塑造学生身份方面实现变革。阈限和阈限空间的概念提供了一个镜头，通过它可以描述过去一年这些变革性经历的性质和范围。作为一个偶然的民族志（列维坦等。2017 年），讨论的方面表明，虽然 COVID-19 对这批学生的经历和进步产生了重大的负面影响，但也有许多积极的结果表明这个特定的项目保持了其变革的雄心。