Spectators’ aesthetic experiences of sound and movement in dance performance

In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences

Ideation as an intellectual information acquisition and use context: Investigating game designers’ information-based ideation behavior

Human Information Behavior (HIB) research commonly examines behavior in the context of why information is acquired and how it will be used, but usually at the level of the work or everyday-life tasks the information will support. HIB has not been examined in detail at the broader contextual level of intellectual purpose (i.e. the higher-order conceptual tasks the information was acquired to support). Examination at this level can enhance holistic understanding of HIB as a ‘means to an intellectual end’ and inform the design of digital information environments that support information interaction for specific intellectual purposes. We investigate information-based ideation (IBI) as a specific intellectual information acquisition and use context by conducting Critical Incident-style interviews with ten game designers, focusing on how they interact with information to generate and develop creative design ideas. Our findings give rise to a framework of their ideation-focused HIB, which systems designers can leverage to reason about how best to support certain behaviors to drive design ideation. These findings emphasize the importance of intellectual purpose as a driver for acquisition and desired outcome of use

Understanding Cognition Across Modalities for the Assessment of Digital Resources

Drawing from the theories of the cognitive process, this paper explores the transmission, retention and transformation of information across oral, written, and digital modes of communication and how these concepts can be used to examine the assessment of digital resource tools. The exploration of interactions across modes of communication is used to gain an understanding of the interaction between the student, digital resource and teacher. Cognitive theory is considered as a basis for the assessment of digital resource tools. Lastly, principles for the assessment of digital resource tools are presented along with how assessment can be incorporated in the educational practice to enhance learning in higher education

Microscope and spectacle : on the complexities of using new visual technologies to communicate about wildlife conservation

Acknowledgments We thank our interviewees for granting us access to data and permission to use images; dot.rural Digital Economy Hub, the University of Aberdeen, and the James Hutton Institute for funding and support; Gina Maffey, Tony James, Katrina Myrvang Brown, and two anonymous reviewers for their comments on earlier versions of the manuscript; and JP Vargheese for technical assistance.Peer reviewedPublisher PD

Opportunities and Challenges of Using Video to Examine High School Students\u27 Metacognition

This article reflects on the opportunities and challenges of using digital video (DV) technology as a visual research tool in qualitative research. The ideas are derived from a multiple case study that examined ten high school students’ metacognitive thinking as they created video representations of their own. The article begins with a brief history of visual research, and an introduction to the context, problem, and definition of metacognition within the study. This is followed by a literature review that examines the use of video in qualitative research and an explanation of the research questions and methodology. As revealed by the embedded video exemplars within this paper, many instances of students’ metacognitive thinking, behavior, and feelings were inferred from video observations of students working on their video artifacts, discussing ideas with their group members, or responding to my questions. In the discussion, I explore the opportunities and challenges of drawing definitive conclusions about students’ metacognitive thinking within video imagery and the multiple possible ways of interpreting this information

Penrose Revisited: A Re-Appraisal of the Resource Perspective

This paper presents a revision and re-structuring of the Resources/Capabilities/Competences (RCC) perspective, arguably the most important research program in strategy, based on a thorough epistemological analysis and a re-interpretation of Edith Penrose’s 1959 classic. Three distinct schools of thought are identified and differentiated according to a set of dimensions spanning the epistemological, methodological and conceptual domains. The three schools are: 1) The rational-equilibrium school; 2) the behavioral-evolutionary school; 3) the constructionist school. For each school, the pertinent literature is briefly reviewed followed by an in-depth analysis of the underlying theoretical framework. Important implications are drawn for scientific progress in the field.Epistemology, Resource Based View, Core Competences, Dynamic Capabilities, Strategy

Laruelle Qua Stiegler: On Non-Marxism and the Transindividual

Alexander R. Galloway and Jason R. LaRiviére’s article “Compression in Philosophy” seeks to pose François Laruelle’s engagement with metaphysics against Bernard Stiegler’s epistemological rendering of idealism. Identifying Laruelle as the theorist of genericity, through which mankind and the world are identified through an index of “opacity,” the authors argue that Laruelle does away with all deleterious philosophical “data.” Laruelle’s generic immanence is posed against Stiegler’s process of retention and discretization, as Galloway and LaRiviére argue that Stiegler’s philosophy seeks to reveal an enchanted natural world through the development of noesis. By further developing Laruelle and Stiegler’s Marxian projects, I seek to demonstrate the relation between Stiegler's artefaction and “compression” while, simultaneously, I also seek to create further bricolage between Laruelle and Stiegler. I also further elaborate on their distinct engagement(s) with Marx, offering the mold of synthesis as an alternative to compression when considering Stiegler’s work on transindividuation. In turn, this paper seeks to survey some of the contemporary theorists drawing from Stiegler (Yuk Hui, Al-exander Wilson and Daniel Ross) and Laruelle (Anne-Françoise Schmidt, Gilles Grelet, Ray Brassier, Katerina Kolozova, John Ó Maoilearca and Jonathan Fardy) to examine political discourse regarding the posthuman and non-human, with a particular interest in Kolozova’s unified theory of standard philosophy and Capital

Beat histogram features for rhythm-based musical genre classification using multiple novelty functions

In this paper we present beat histogram features for multiple level rhythm description and evaluate them in a musical genre classification task. Audio features pertaining to various musical content categories and their related novelty functions are extracted as a basis for the creation of beat histograms. The proposed features capture not only amplitude, but also tonal and general spectral changes in the signal, aiming to represent as much rhythmic information as possible. The most and least informative features are identified through feature selection methods and are then tested using Support Vector Machines on five genre datasets concerning classification accuracy against a baseline feature set. Results show that the presented features provide comparable classification accuracy with respect to other genre classification approaches using periodicity histograms and display a performance close to that of much more elaborate up-to-date approaches for rhythm description. The use of bar boundary annotations for the texture frames has provided an improvement for the dance-oriented Ballroom dataset. The comparably small number of descriptors and the possibility of evaluating the influence of specific signal components to the general rhythmic content encourage the further use of the method in rhythm description tasks