Augmenting Live Performance Dance through Mobile Technology

We present a pilot study investigating the use of mobile technology to augment live performance dance. An augmented performance was created and viewed through an tablet device then analysed from a technical and audience standpoint. Low complexity augmentations were found to be very effective, however the device placed restrictions on higher complexity augmentations, the performance length and the stage/audience spatial arrangements. A low-number audience test indicated that augmentation of live performance was a credible concept, though there are some clear challenges to be overcome specifically around speed of technology and weight of device

[arra]stre - a Data-driven Ballet

[arra]stre is a data-driven ballet performance that makes extensive use of visualisation with data generated from the choreography and dancers. Whilst visualisations of this kind are not uncommon in performance dance, what marks this work out is that the visualisation and choreography were treated as equal actors in the exploration of the theme rather than the visualisation either becoming the dominant character in the performance (with the dancers simply providing a trigger) or being completely passive - an echo of the movement

A Practical Approach to Using Motion Capture in Performance Dance

Markerless systems are becoming more ubiquitous due to their increased use in video games consoles. Cheap cameras and software suites are making motion capture technologies more freely available to the digitally inclined choreographer. In this workshop we will demonstrate the opportunities and limitations provided by easily accessible and relatively inexpensive markerless motion capture systems. In particular we will explore the capacity of these systems to provide useful data in a live performance scenario where the latency, size and format of the captured data is crucial in allowing real-time processing and visualisation of the captured scen

Stylistic resonances: using martial arts to develop understanding and curiosity within a Higher Education dance curriculum.

Martial arts have the potential to enrich and diversify the technical aspects of a Higher Education dance programme through a kaleidoscope of different modalities, some direct other more hidden. In this paper I will consider the dance degrees at the University of Worcester (2015-current) and our attempts to infuse elements of martial arts training (MAT) into the technique and performance aspects of the courses

N‐heterocyclic carbene catalyzed photoenolization/Diels–Alder reaction of acid fluorides

The combination of light activation and N‐heterocyclic carbene (NHC) organocatalysis has enabled the use of acid fluorides as substrates in a UVA‐light‐mediated photochemical transformation previously observed only with aromatic aldehydes and ketones. Stoichiometric studies and TD‐DFT calculations support a mechanism involving the photoactivation of an ortho‐toluoyl azolium intermediate, which exhibits “ketone‐like” photochemical reactivity under UVA irradiation. Using this photo‐NHC catalysis approach, a novel photoenolization/Diels–Alder (PEDA) process was developed that leads to diverse isochroman‐1‐one derivatives

Unpatterning

Unpatterning is a powerful piece about the habits we get into and our struggle to break out of them. Driven by industrial dance music, we weave in and out of repeated patterns trying to find ways to change and adapt before we get sucked into new patterns from which we must find an escape. The work is raw, intensely physical, and honest. We all know the experience of getting ourselves stuck in behaviors or relationships or feelings that we just can’t break out of. This work takes that idea and turns it into a dance. You can feel our energy and our frustration as we fight against the pathways we find ourselves on. We pass in and round others, pick up movement, adapt. But we are always alone trying to find our own escap

Using Microsoft OneNote as a Portfolio Tool for a Higher Education Dance Curriculum

The way students can work with information has changed in recent years with digital, rather than paper, notes becoming more available. For dance this information will typically include videos, photos, sketches, annotated Word/pdf/PowerPoint documents, web clips/sites as well as written notes. Microsoft OneNote is a powerful, cross-device app allowing exactly this kind note taking and, as such, offers fantastic opportunities for students to develop their ability to work with and make sense of diverse forms of electronic information. Its flexible nature allows students to work in a creative way that suits their own learning style. Microsoft OneNote now has “class notebook” add-on which provides two additional key features: a central storage place for course material (laid out in notebook format) and a shared “common” space for students to share their work with each other. This can be incredibly useful for allowing both flipped and collaborative learning. We have been trialling various features of OneNote within a portfolio learning environment at level 4 and 5 of a Dance course at the University of Worcester. An existing dance student was recruited to support this process. We had two aims: to develop students technical skills in handling and using information (as per JISC definition of digital literacy) and to create flexible learning and assessment environments. We used it to deploy content and study tasks, review student work as it developed and provide feedback. Students also shared elements of their portfolio with others via the collaboration space in order to facilitate co-learning and peer review. The feedback from both the lecturers and the students was very positive. The lecturers found they could look across all students’ work as it developed, allowing restructuring of learning during the module. It was also fast and easy to provide feed-forward feedback on the script to allow students to fully achieve in this assessment. The students liked using OneNote with comments on the ease of adding in photos and videos, and how easy it was to organise their work. 60% agreed with the statement “Was looking at others work in the collaboration space helpful to assess the quality of your work?” and 92% preferred using OneNote to writing an essay. 40% felt using OneNote had improved their digital skills. We saw a 67% continuation in using OneNote for assignments even when it was not a requirement. This session will cover the potential benefits, and our experiences, of using OneNote and provide useful tips for educationalists considering this kind of environment