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.