Many  of the tools and principles in these dance exchanges were pioneered at THE PERFORMANCE LAB™ (TPL),  national leader in innovative interactive arts experiences using technology. As an affiliate of TPL for seven years,  Diane Aldis draws from quality teaching practices known collectively as the TPL™ Model and developed by Rick Hauser, TPL™Co-Founder; Nancy Mason Hauser, Videographer; their associates, and arts partners.

What are the main components of a videoconference? What have we learned about how to videoconference with students?

Technical Set Up: We need tech support on both ends (for example, in Golden Valley and Austin, MN). There are mobile external cameras attached to computers on both sides.

Mobility: The videographer needs to be able move around the room with the artist in order to make the movement more visible to the students.

Co-Teaching: Classroom teachers work with the teaching artist to guide discussion and organize the class for dancing.

Trading Moves: The monitor is a window; it bridges the distance between students and teaching artist.

Giving Feedback: The artist can point at the screen to show direction, or she might trace a movement or shape on the screen.

Reflective Exchange: Student and artist offer each other questions and answers. Once class is over the teachers, artists, and Perpich staff reflect on what happened, what to change and try for next time.

Learning Objects:  New learning objects, including pre-teaching tools, are generated during the interactive sessions with students as well as in pre/post digital documentation sessions with the teaching artist.