Active Learning and Teaching through Digital Technology and Live Performance: 'Choreographic Thinking' as Art Practice in the Tertiary Sector

Autor/inn/en	Nikolai, Jennifer R. A.; Bennett, Gregory; Marks, Stefan; Gilson, Geoff
Titel	Active Learning and Teaching through Digital Technology and Live Performance: 'Choreographic Thinking' as Art Practice in the Tertiary Sector
Quelle	In: International Journal of Art & Design Education, 38 (2019) 1, S.137-152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nikolai, Jennifer R. A.) ORCID (Marks, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12181
Schlagwörter	Studio Art; Interdisciplinary Approach; Active Learning; Art Education; Graduate Students; Performance; Educational Innovation; Dance; Creative Activities; Creative Thinking + Suchen Sie Ihr Suchwort? Kunstwerkstatt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Achievement; Leistung; Instructional innovation; Bildungsinnovation; Tanz; Kreatives Denken
Abstract	This article is an interdisciplinary reflective response to an intensive studio learning and teaching experience involving artists, academics and postgraduate students. The authors of this article teach, research and practise in coding, digital design, dance, and virtual and live performance. As lecturers and students we reflect upon and propose future approaches to art practice in tertiary education informed by live performance, performance capture and studio-based responses to digital and virtual platforms. We reflect on an innovative contribution to the field of research-teaching nexus as informed by digital and virtual data capture identifying the key element of immediacy in live performance and choreographic improvisation with systems. We reflect on practice-based inquiry via the Choreographic Coding Lab (CCL) model -- a dialogical negotiation between capture technology and interdisciplinary artists in industry and academia. How can we encourage potential studio inquiry as an adapted model in tertiary learning and teaching? Our interdisciplinary voices, presented as authors' reflections, provide suggestions for future studio-based, active learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01