week 11 workshop 1 - introduction to the unit

Introduction to the unitPER007-1 Applied Choreography: Dance and Innovation

Diccon Hogger

Unit Aims

• To encourage the application of compositional skill and understanding to innovative and emerging fields of practice

• To consider ways in which dance can have creative applications to a range of different contexts both live and virtual

• To provide the framework for the introduction of professional skills that will build throughout the programme towards enhancing employability through the creative and practical use of digital technologies

• To focus on the relationship of dance, performance and choreographic practice to new media and technologies

• To develop professional methods of working such as collaborative working practices, working to time deadlines and individual responsibility

University of Bedfordshire 2

Unit Schedule

Teaching week/Calendar week/Date

Theme, content, title Lecture preparation

Teaching week 11Calendar week 2Week beginning Monday 5th January

Workshop 1: Introduction to the unitIntroduction to the unit. Practical session looking at movement creativity with a digital twist.Workshop 2: Choreography of the cameraHow the camera can be the focal pointAssessment 1 due: Thursday 8th JanuaryMain Theatre

Moon, J. (2004) ‘Resource 2’, ‘Resource 3’ and ‘Resource 5’ in Moon, J. A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer, pp. 186-189, pp. 190-191 and pp. 196-203.[Available Online – see BREO Guided Learning]


Workshop 3: Digital ArchitectureExploring camera skill needed for creating digital environmentsWorkshop 4: Digital Architecture ContinuedDeveloping movement linked to digital environments

Rubidge, S. (2002) ‘Digital technology in choreography: issues and implications,’ paper presented at the Dance and Technology International Academic Symposium, Seoul, South Korea, 6 November 2002.[Available Online – see BREO Guided Learning]University of Bedfordshire 3

Lecture Schedule




Lecture 1: Contextual LectureHistorical context lecture of Digital Performance

Dixon, S. (2007) ‘Introduction,’ in Dixon, S. Digital performance: a history of new media in theatre, dance, performance art, and installation. Cambridge, Mass,: MIT Press, pp. 1-34.[Available Online – see BREO Guided Learning]


Lecture 2: Contextual LectureFurther look at the impact of Digital Performance*Remember you are in T0.08 this week

Davis, S. (2012) ‘Liveness, mediation and immediacy – innovative technology use in process and performance,’ Research in Drama Education: The Journal of Applied Theatre and Performance, 17 (4), pp. 501-516.[Available Online – see BREO Guided Learning]


Lecture Schedule



Teaching week 15Calendar week 6Week beginning Monday 2nd February

Workshop 5: Live Feed InvestigationIntroduction to the use of live feed and its principlesWorkshop 6: Live Feed Investigation 2Exploring the use of live feed as a performance toolWorkshop 7: Live Feed Investigation 3Continued Exploration of live feedLecture 3: Digital CreativityAnalysing digital creativity

Dixon, S. (2007) ‘The digital double,’ in Dixon, S. Digital performance: a history of new media in theatre, dance, performance art, and installation. Cambridge, Mass,: MIT Press, pp. 241-270.[Available Online – see BREO Guided Learning]


Lecture Schedule



Teaching week 16Calendar week 7Week beginning Monday 9th February

Workshop 8: Powerpoint as a Performance ToolExploring powerpoint as a performance toolWorkshop 9: Powerpoint InvestigationContinued exploration of powerpointWorkshop 10: Powerpoint 3Continued exploration of powerpointLecture 4: Digital Performance AnalysisAnalysing digital performance

Crossley, M. (2012) ‘From LeCompte to Lepage: student performer engagement with intermedial practice,’ International Journal of Performance Arts and Digital Media, 8 (2), pp. 171-188.[Available Online – see BREO Guided Learning]


Lecture Schedule



Teaching week 17Calendar week 8Week beginning Monday 16th February

Workshop 11: Isadora IntroductionIsadora software introduction, the basicsWorkshop 12: Isadora InvestigationIsadora software investigationWorkshop 13: Term 3 Set-upPreparation for Term 3 rehearsal planningLecture 5: Term 3 Set-upPreparation for Term 3 rehearsal planning and guidance on the Blog

Coniglio, M. (2004) ‘The importance of being interactive,’ in Carver, G. and Beardon, C. New visions in performance: the impact of digital technologies. Lisse: Swets & Zeitlinger, pp. 5-12.[Available Online – see BREO Guided Learning]


Assessment 2 – Hybrid Performance

• When• Monday 18th May 2015, 7pm Main Theatre, feedback sheet through

turnitin must be submitted.• What

• The second assessment in this unit will build on the skills and understanding developed and tested in the first. In this assessment you are required to work as part of a larger group, on a tutor-led production. You will contribute as an individual, both creatively to the development of the final production and in your performance of the work. This assessment enables you to extend your experience of working as part of a group towards a creative outcome, but on a larger scale. You will also use the skills developed in the first assessment regarding relationships to technology, choreography and performance in this bigger production.


Assessment 2 – Hybrid Performance

• Weighting of the assessment

• This assessment forms 40% of the unit.

• Criteria for this assessment

• The Assessment Criteria for this assessment is below and can be associated with Learning Outcomes 1 and 3.

• Work with the technology and resources provided, to enable your artistic vision to be realised

• Embed specific technology effectively into dance projects

• Demonstrate, through practice, an understanding of a range of performance modes involved within new media work

• Evidence an individual contribution to the choreographic choices made in the development of both live and virtual imagery


Assessment 3 – Digital Journal

• When

• Friday 29th May 2015, online blog on BREO must be submitted.

• What

• This assessment requires you to individually produce a written reflective digital journal of 1,000 words including quotations. The final assessment allows you to articulate your understanding and experience of the two projects that you have contributed to during the year. This assessment will test your written communication skills and your ability to reflect on your own practice and progression.


Assessment 3 – Digital Journal

• Weighting of the assessment• This assessment forms 30% of the unit.

• Criteria for this assessment• The Assessment Criteria for this assessment is below and can be

associated with Learning Outcomes 4 and 5.• Demonstrate an understanding of a range of secondary and

primary research resources• Use correct terminology to articulate your ideas in this field of work• Use the university referencing system correctly and adhere to

academic conventions• Evidence the use of documentation and critical reflection upon a

creative contribution to a hybrid production• Write reflectively about your individual contribution to group

projects


Next Lecture


Reading for this week: Moon, J. (2004) ‘Resource 2’, ‘Resource 3’ and ‘Resource 5’ in Moon, J. A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer, pp. 186-189, pp. 190-191 and pp. 196-203. [Available Online – see BREO Guided Learning]

Reading for next week: Rubidge, S. (2002) ‘Digital technology in choreography: issues and implications,’ paper presented at the Dance and Technology International Academic Symposium, Seoul, South Korea, 6 November 2002. [Available Online – see BREO Guided Learning]

Task: Begin your reflective blog!Blog question: Reflect on your individual contribution to a group project already within this unit, and how this might inform the way in which you approach this new project.