Interactive dance-making: online creative collaborations

Popat, Sita

doi:10.1076/digc.12.4.205.3218

Cited by 14 publications

(9 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research showed that the most effective way to employ and develop existing dance knowledge was to nd a way for participants to take on a role within an Internet-based devising process of choreography (Popat, 2001). The author proposed a model in her thesis for an interactive creative process, where participants in small groups could become involved as 'devising dancers' while others participated as 'armchair choreographers'.…”

Section: Background To the Projectmentioning

confidence: 98%

“…The author proposed a model in her thesis for an interactive creative process, where participants in small groups could become involved as 'devising dancers' while others participated as 'armchair choreographers'. The 'devising dancer' role allowed participants to have their own rehearsals based on the ongoing project, and to record those rehearsals on the Website as input to the creative process (Popat, 2001).…”

Section: Background To the Projectmentioning

confidence: 99%

See 1 more Smart Citation

The TRIAD Project: Using Internet communications to challenge students' understandings of choreography

Popat¹

2002

Research in Dance Education

Self Cite

View full text Add to dashboard Cite

The TRIAD Project presents an innovative approach to the use of Information and Communication Technologies (ICTs) in the teaching of choreography. The project involved over 40 young dancers, aged 9-18, from Britain, Portugal and America. They formed an Internet dance community, sharing their choreographic ideas via movies and text, and developing an original dance work. The asynchronous method of communication encouraged a re ective attitude that supported the learning situation. Through their efforts to explain their creative processes to peer groups via the dynamic Website, the young dancers developed their personal understandings of choreography. The need to communicate clearly via text and movies led to increases in the students' usage of dance-based critical vocabulary, and encouraged objective appraisal of creative work. Discussion of the work by the other peer groups challenged the students to deal with different dance styles and other choreographic approaches.There is currently a drive in schools to introduce Information and Communication Technologies (ICTs) into all areas of the curriculum. Computers are the way forward, and teachers fail to use them at the peril of having their subject area branded as 'old-fashioned'. In dance, video technology is commonly used in the classroom both to view pre-recorded performances and, increasingly frequently, to record pupils' work for personal analysis and external examination. The more recent forms of technology are used on a more limited basis. Some teachers use educational CD-ROMs such as Bedford Interactive's Wild Child. The Internet is generally employed for gathering information from dance companies' Websites, and occasional dance-based writings from sources of varying academic respectability.But what if the Internet could be used to bring together dance students from all over the world, so that they could share their experiences of learning about dance, and their understandings of choreography? The TRIAD Project aims to do just that, using Internet multimedia in the form of text, images and movies. As project facilitator, the author set up such a project in the spring of 2001, with young dance students from Portugal, America and Britain. This paper describes the process that was undertaken by the three groups of students and their teachers/leaders. It demonstrates how the project challenged the students' ideas of dance style and choreography, by using asynchronous Internet communication.

show abstract

Section: Background To the Projectmentioning

confidence: 98%

Section: Background To the Projectmentioning

confidence: 99%

The TRIAD Project: Using Internet communications to challenge students' understandings of choreography

Popat¹

2002

Research in Dance Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although not performing in a synchronous telematic performance environment, the Triad Project did use, among other technologies, videoconferencing to bring distributed groups together to collaborate and create dance. Popat (2001) concluded that "the creative process may be extended via Internet technology, with the potential for collaborative projects between artists all over the world" (212). Having opportunities to explore the creative process with and between students from our two distant universities in a new performance environment was one of the areas of interest for us in our project.…”

Section: Telematic Performancementioning

confidence: 99%

“…Popat (2001), as part of her PhD thesis on dance and Internet choreography, investigated interactive dancemaking via the World Wide Web. Between 1999 and 2000, she conducted three Hands-On Dance Projects working with undergraduate dance students at the University of Leeds and participants from anywhere in the world on the Internet-for whom no previous dance experience was necessary.…”

Section: Telematic Performancementioning

confidence: 99%

Dancing Across the Pond: Telematic Pedagogy and Performance

Brooks

Kahlich

2013

Journal of Dance Education

View full text Add to dashboard Cite

“…Early explorations with links to HE came from Company in Space who performed Escape Velocity at the 1999 International Dance and Technology Conference at Arizona State University (Birringer 2002). While in the UK, Popat (2001) investigated interactive dance-making via the World Wide Web (1999)(2000), working with undergraduate dance students at the University of Leeds and with participants from anywhere in the world on the Internet. She developed the model in the Triad Project (Popat 2002) in which three groups of young people from Portugal, UK and USA were linked using videoconferencing (among other technologies), to bring the distributed groups together.…”

Section: Introductionmentioning

confidence: 99%

Performers creators and audience: co-participants in an interconnected model of performance and creative process

Brooks

2014

Research in Dance Education

View full text Add to dashboard Cite

This article reflects upon the process of creating dance in an intermedial telematic dance setting with university students. Some contextualisation is made of five telematic dance projects (the Phillypool Projects 2007-2012) that have taken place between two universities, one in the UK and one in the US. It will explore some of the challenges presented to student performers when performing with technology in such a distinct performance environment. It will discuss how performers, creators and audience have been brought together as co-participants in the creative process for critical and reflective dialogue during that process and post-performance. Finally, it will present a representation of the interconnected creative and pedagogical process that has emerged from the practice-led research experiences of the five telematic creative and performance projects.

show abstract

Interactive dance-making: online creative collaborations

Cited by 14 publications

References 1 publication

The TRIAD Project: Using Internet communications to challenge students' understandings of choreography

The TRIAD Project: Using Internet communications to challenge students' understandings of choreography

Dancing Across the Pond: Telematic Pedagogy and Performance

Performers creators and audience: co-participants in an interconnected model of performance and creative process

Contact Info

Product

Resources

About