mila parrish

Historically, as artists have grown dissatisfied with the current tools available, they have created, expanded, invented, and defined new technology to enhance their art. In the last 45 years, many choreographers and dance educators have investigated methods for implementing computer technology. Technology presents new methods for creating, instructing, and assessing dance as well as opportunities to expand dance resources and redefine the learning process. Some exciting innovations, which are discussed in this chapter, include LifeForms animation, networked performances, and distributed choreography that transport dances to new audiences around the world. This chapter identifies five major themes in the areas of technology for dance education: choreography, dynamic environments, multimedia, and online and distance pedagogy. The chapter discusses each theme and concludes with their implications for dance pedagogy and a discussion of future trends in each area.

In recent years, Problem Based Learning (PBL) has been applied in medical and psychological areas of professional education. The PBL approach requires students to move past traditional choreographic methods toward making dances informed by real-world issues. In PBL, students work cooperatively to solve complex problems. Rather than being presented technical dance steps, they develop critical thinking abilities, acquire problem-solving skills, and communication dexterity. PBL can be effectively adapted for teaching high school and university dance classes, where problems are used to unlock the student voice and fuel the collaborative choreography process. This can be done in part by having groups meet in one dance studio with a roving teacher/facilitator and by using a problem as impetus for the creative process. This article describes a four-day PBL dance workshop and performance.

Media advances have changed the ways in which we interact, communicate, teach, and learn. The growth of telecommunication, video sharing sites, specifically YouTube, and social media, have exponentially increased the number of people interested in dance and dance education. Technology presents new ways for students to think about their learning, express their ideas, and problem solve. Dance teachers and artists are recognizing the digital explosion through increased connectivity in all aspects of the profession, artmaking, instruction, and performance. Instructional technological developments seem to be in sync with current art education policy initiatives and educational practices. These developments have increased opportunities for students to customize and take charge of their own learning. The following technological options are considered in this article: online instruction, massive online open courses, dance-specific professional development programs, applications to support d...

This article reports the findings of a study exploring the effects of using videoconferencing (VC) to deliver dance instruction to rural communities. The context of the study is a university community partnership run through blended live and VC instruction with elementary and middle school students in Eloy, Arizona. This research is part of a larger, ongoing study of iDance, aimed at defining instructional methods and creating dance curriculum to meet the needs of students in rural communities. VC presents unique opportunities for teaching students in rural settings. Considering the relative accessibility of VC centers makes it possible to educate rural students in a broad spectrum of dance contexts: composition, performance, technique, and analysis. Regardless of geographical limitations, community partnerships can flourish through VC technology. Addressing the literature on the use of VC in other disciplines, methods of data collection include interviews, short answer questionnair...

... In A case study of education Queensland's virtual schooling service dance course http://videoling.tafe.net/learning2004/papers/mandile.pdf (accessed 20 ... iDA was implemented due to the efforts of Melanie Olm in the ASU Office of Community Programs, James Casey, Director ...

Over a three-month period, Arcadia High School and Arizona State University formed a community partnership with the help of New York modern dance choreographer David Dorfman to create an original dance titled “Here.” Dorfman's community-building approach is based on personal refection, collaboration, critical thinking, problem solving, genuine caring, respect, and honesty. This essay illuminates Dorfman's pedagogical practice and teaching methods employed in relation to pre-service teachers' thoughts on teaching. Learning modalities discussed are motivation, professionalism, authentic expression, and personal connections. Driven by their own experiences and perceptions, dancers shared vital issues that affect them, which became the springboard for Dorfman's dance-making process.