Dancing with inter-disciplinarity: strategies and practices in higher education dance drama and music

The rise of inter-disciplinarity has not occurred without debate and controversy. Often responding to government agendas, it is not uncommon for university research strategies to include inter-disciplinarity by default, by supporting multidisciplinary collaborations across the institution, nationally and internationally – industry and business being a particular focus. Beginning from the premise that Inter-disciplinary is where students/staff from more than one discipline learn with, from and about one another through a common activity, usually in the context of practice, this report documents the findings of a recent research project aimed to document ways in which inter-disciplinary approaches were active in universities, how they were resourced, what made them effective, and in what ways they are limited.

Responding to human full-body gestures embedded in motion data streams.

 This research created a neural-network enabled artificially intelligent performing agent that was able to learn to dance and recognise movement through a rehearsal and performance process with a human dancer. The agent exhibited emergent dance behaviour and successfully engaged in a live, semi-improvised dance performance with the human dancer.

Teaching a digital performing agent: artificial neural network and hidden Markov Model for recognising and performing dance movement

For a Digital Performing Agent to be able to perform live with a human dancer, it would be useful for the agent to be able to contextualize the movement the dancer is performing and to have a suitable movement vocabulary with which to contribute to the performance. In this paper we will discuss our research into the use of Artificial Neural Networks (ANN) as a means of allowing a software agent to learn a shared vocabulary of movement from a dancer. The agent is able to use the learnt movements to form an internal representation of what the dancer is performing, allowing it to follow the dancer, generate movement sequences based on the dancer's current movement and dance independently of the dancer using a shared movement vocabulary. By combining the ANN with a Hidden Markov Model (HMM) the agent is able to recognize short full body movement phrases and respond when the dancer performs these phrases. We consider the relationship between the dancer and agent as a means of supporting the agent's learning and performance, rather than developing the agent's capability in a self-contained fashion.

'Just dance' with digital literacy

In a rapidly changing higher education environment, Deakin University’s promise is to offer “brilliant education where the students are ‐ and where they want to go”. Targets set for learning, teaching and research, have significant implications across the University. Collaboration at all levels of the organization is core to achieving goals that deliver value to the student community.

The Library is charged with delivering one of the University's eight graduate learning outcomes, Digital Literacy, with initiatives required to build staff capability and contribute to student learning. Deakin University defines Digital Literacy as using technologies to find, use and disseminate information.

This paper provides an analysis of a case study in which liaison librarians collaborated with science academics to develop innovative digital literacy activities and assessment tasks for undergraduate units related to ‘Judging Reliability and Accuracy of Information’.

The case study reveals that engaging students in meaningful learning activities and assessment tasks creates dynamic and powerful learning experiences for first and second year students. In addition, the leadership that the liaison librarians demonstrate in activities that capitalise on problem based learning, elements of gaming, peer assessment, and new ways of communicating has prompted open conversations and collaborations with academics about further opportunities.

A transcultural dance: enriching work-based learning facilitation

In this chapter you will learn:
• To question what it might mean to be an ‘international student’, and position students as bringing a vibrant array of different perspectives which can be rich learning assets.
• A pedagogic model of facilitation that moves towards mutual adaptivity in learning contexts where both you and your learners learn new ways of thinking and acting as well as different professional practices across cultures.
• Strategies for learner adaptivity including integrating diverse examples and cases, connecting to and validating diverse experiences and prior knowledge, accommodating diverse needs, and reciprocating learning about different ways of thinking, acting and feeling across cultures.
• Strategies to enable and sustain a learning environment for work-based learning study success.

Uses of the sampur in the halus (Refined) style of Yogyakarta court dance

In this essay I discuss how a familiar costume element in Javanese court dance, a long piece of patterned cloth known as the sampur, functions poetically through the ways it is used by the dancer. I elaborate on eight categories of use of the sampur, primarily from the point of view of a Western dancer first encountering the techniques of working with the scarf. I draw on scholars and other commentators to discuss the many dimensions of meaning embodied by these uses. The sampur emerges as a dance element rich in virtuosic potential and nuance, and resonant with numerous dimensions of cultural values.

Touching space: Using motion capture and stereo projection to create a "virtual haptics" of dance

This paper describes the work of a group of artists in Australia who used real-time motion capture and 3D stereo projection to create a large-scale performance environment in which dancers seemed to "touch" the volume. This project re-versions Suzanne Langer's 1950s philosophy of dance as "virtual force" to realize the idea of a "virtual haptics" of dance that extends the dancer's physical agency literally across and through the surrounding spatial volume. The project presents a vision of interactive dance performance that "touches" space by visualizing kinematics as intentionality and agency. In doing so, we suggest the possibility of new kinds of human-computer interfaces that emphasize touch as embodied, nuanced agency that is mediated by the subtle qualities of whole-body movement, in addition to more goal-oriented, task-based gestures such as pointing or clicking. © 2010.

In the heat of the moment: audience real time response to live music and dance performance

Coughing and Clapping: Investigating Audience Experience explores the processes and experiences of attending live music events from the initial decision to attend through to audience responses and memories of a performance after it has happened. The book brings together international researchers who consider the experience of being an audience member from a range of theoretical and empirical perspectives. Whether enjoying a drink at a jazz gig, tweeting at a pop concert or suppressing a cough at a classical recital, audience experience is affected by motivation, performance quality, social atmosphere and group and personal identity. Drawing on the implications of these experiences and attitudes, the authors consider the question of what makes an audience, and argue convincingly for the practical and academic value of that question.

Haptically-enabled dance visualisation framework for deafblind-folded audience and artists

In this paper we propose a framework for communicating performance art to deaf, blind and deafblind audiences and artists haptically through the sense of touch. This research opens doors for novel artistic trends relying mainly on the sense of touch. The paper investigates the design considerations dictated by solo and group dances as well as stage setup. Implementation scenarios for deafblind audiences and performers are also discussed.