Hostname: page-component-5c6d5d7d68-qks25 Total loading time: 0 Render date: 2024-08-08T15:53:44.347Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching and Learning Strategies for Real-Time Video Projection in Dance Performance

Published online by Cambridge University Press:  04 January 2013

Kate Sicchio
Get access Rights & Permissions [Opens in a new window]

Abstract

This project report explores new media software teaching practices within undergraduate dance programmes, specifically focusing on the Palatine Development Project Real-Time Video to Enhance Student Feedback in Dance Performance (2006–2008) and the experiences of teaching in the Digital Performance Module at University Centre Doncaster, United Kingdom. It discusses both teaching and learning experiences within the project and ways to engage dance students with real-time video within their own choreographic work.

Type
Research Article
Information
Congress on Research in Dance Conference Proceedings , Volume 41 , supplement S1: Global Perspectives On Dance Pedagogy: Research And Practice , 2009 , pp. 143 - 150
Copyright
Copyright © The Author(s) 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Anon, . 2004. Architecting the Body through Live Performance and Film. Retrieved November 14, 2008, from <http://www.palatine.ac.uk/events/viewreport/242/>..>Google Scholar
Solano, Barrios, Marlon, . 2007. “Pedagogy Discussion.” Dance-tech.net. Retrieved November 14, 2008, from <http://www.dance-tech.net/group/dancetechpedagogy/forum/topics/1462368:Topic:1279>..>Google Scholar
Sally, Doughty et al. 2008. “Technological Enhancements in the Teaching and Learning of Reflective and Creative Practice in Dance.” Research in Dance Education 9 (2): 129–46.Google Scholar
Steve, Dixon. 2007. Digital Performance: A History of New Media in Theatre, Dance, Performance Art, and Installation. Cambridge, MA: MIT Press.Google Scholar
Kathryn, Farley. 2006. “The Value of Technology in Performing Arts Education.” Invento: Creative Thinking about Learning and Teaching 8 (1). Retrieved January 10, 2010, from <http://doit.gmu.edu//inventio/issues/Fall_2006/Farley_l.html>.Google Scholar
Marshall, Lindsey, and Meachem, Lester. 2007. “Direct or Directed: Orchestrating a More Harmonious Approach to Teaching Technology within an Art and Design Higher Education Curriculum with Special Reference to Visual Communications Courses.” Learning, Media and Technology 32 (1): 41–52.CrossRefGoogle Scholar
Midgelow, Vida. 2008. Trace: Improvisation in a Box. Draycott: Artfully Bound.Google Scholar
Risner, Doug, and Anderson, Jon. 2008. “Digital Dance Literacy: An Integrated Dance Technology Curriculum Pilot Project.” Research in Dance Education 9 (2): 113–28.CrossRefGoogle Scholar
Sloman, Martyn. 2001. The E-learning Revolution: From Propositions to Action. London: Chartered Institute of Personnel Development.Google Scholar
Tufnell, Miranda et al. 1998. Body Space Image: Notes Toward Improvisation and Performance. London: Dance Books.Google Scholar
University Centre Doncaster. 2008. University Centre Doncaster Dance Practice Module Handbook.Google Scholar