Week 11 Workshop - Inttroduction to the Unit

Introduction to the unitPER010-1 Digital Performance

Diccon Hogger

Unit Aims

• To introduce you to the methods by which performance has been negotiated within the context of virtual, digital and interactive performance environments

• To allow you to interrogate practically some of the underlying principles of performance for the camera as guided by film, theatre, dance and visual art traditions

• To develop your skills and practical understanding of creating live interactive events and performances

• To provide you with the opportunity to contribute, creatively and practically, to a performance event incorporating the group’s new media work

University of Bedfordshire 2

Lecture Schedule

Teaching week/Calendar week/Date

Theme, content, title Lecture preparation

Teaching week 11Calendar week 2Week beginning Monday 5th January

Workshop 1: Introduction to UnitSummary of assessment and introduction into digital worlds

Moon, J. (2004) ‘Resource 2’, ‘Resource 3’ and ‘Resource 5’ in Moon, J. A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer, pp. 186-189, pp. 190-191 and pp. 196-203.[Available Online – see BREO Guided Learning]


Workshop 2: Use of CameraHow we see the world from behind the lens, developing camera skills

Dixon, S. (2007) ‘Introduction,’ in Dixon, S. Digital performance: a history of new media in theatre, dance, performance art, and installation. Cambridge, Mass,: MIT Press, pp. 1-34.[Available Online – see BREO Guided Learning]


Lecture Schedule




Workshop 3: Flow of ActionDeveloping camera and editing skills, exploring on screen energy

Greenfield, A. (2002) ‘The kinesthetic of avant-garde dance film: Deren and Harris,’ in Mitoma, J., Zimmer, E., Steiber, D. A., Heinonen, N. and Zuniga Shaw, N. (eds.) Envisioning dance on film and video. London: Routledge, pp. 21-26


Workshop 4: Passive InstallationsIntroduction to passive installations

Groys, B. (2001) ‘Media art in the museum,’ Last Call, 1 (2).[Available Online – see BREO Guided Learning]

Teaching week 15Calendar week 6Week beginning Monday 2nd February

Workshop 5: Immersive InstallationsIntroduction to immersive installations

Sone, Y, (2010) 'Cyclic repetition and transferred temporalities: Video installation as performative matrix', Time, Transcendence, Performance Conference, Monash University (1-3 October 2009).[Available Online – see BREO Guided Learning]


Lecture Schedule



Teaching week 16Calendar week 7Week beginning Monday 9th February

Workshop 6: Interactive InstallationsIntroduction to interactive installations

Rubidge, S. (2006) ‘Sensuous Geographies and other installations: interfacing the body and technology,’ in Broadhurst, S. and Machon. J. (eds.) Performance and technology: practices of virtual embodiment and interactivity. Basingstoke: Palgrave Macmillan.[Available Online – see BREO Guided Learning]

Teaching week 17Calendar week 8Week beginning Monday 16th February

Workshop 7: Telling a Story Through the LensExploring linear and non linear use of timelines

McPherson, K. (2006) ‘Developing the work,’ in Making video dance: a step-by-step guide to creating dance for the screen. London: Routledge, pp. 43-60.[Available Online – see BREO Guided Learning]


Lecture Schedule



Teaching week 18Calendar week 9Week beginning Monday 23rd February

Workshop 8: Telling a Story Through the Lens Cont.Continued development of timelines

Calvi, L. (2013) ‘A performance-based approach for interactions n public spaces,’ Participations: Journal of Audience and Reception Studies, 10 (2), pp. 235-245.[Available Online – see BREO Guided Learning]

Teaching week 19Calendar week 10Week beginning Monday 2nd March

Workshop 9: Assessment PlanningSetting up the assessment project

Bostwick, L., Lobel, B., Morrison, E., Oliver, M., Parker-Starbuck, J., Swift, L. Vinitski, D, Peri Chamers, J. (2012) ‘Exercise section,’ International Journal of Performance Arts and Digital Media, 8 (2), pp. 221-261.[Available Online – see BREO Guided Learning]


Lecture Schedule



Teaching week 20Calendar week 11Week beginning Monday 9th March

Workshop 10: Project PlanningDevelopment of ideas and project

Coniglio, M. (2004) ‘The importance of being interactive,’ in Carver, G. and Beardon, C. New visions in performance: the impact of digital technologies. Lisse: Swets & Zeitlinger, pp. 5-12.[Available Online – see BREO Guided Learning]

Teaching week 21Calendar week 12Week beginning Monday 16th March

Workshop 11: Project DevelopmentContinued development of project

Crossley, M. (2012) ‘From LeCompte to Lepage: student performer engagement with intermedial practice,’ International Journal of Performance Arts and Digital Media, 8 (2), pp. 171-188.[Available Online – see BREO Guided Learning]


Assessment 1 – Group Practical Project

• When• Friday 1st May 2015, feedback sheet through turnitin must be

submitted.

• What• This project explores the relationship between

performance and new technology in the context of a public exhibition of work. This assessment will allow you to re-negotiate your understanding of both performance and virtual imagery through the collaborative creation of a video/animated installation piece. Preparation for the assessment will involve each individual contributing to the work through an assigned role; however all creative decisions will be managed collaboratively as a group. The pre-production, shoot and post-production aspects of the work will be managed in three clear stages with technical support. The exhibition itself will require a technical rehearsal and set-up before the event. You will receive an individual grade for your contribution to the project.University of Bedfordshire 8

Assessment 1 – Group Practical Project

• Weighting of the assessment

• This assessment forms 60% of the unit.

• Criteria for this assessment

• The Assessment Criteria for this assessment is below and can be associated with Learning Outcomes 1, 3 and 4.

• Challenge traditional notions of audience in terms of position, perspective and/or interaction through the use of technology

• Explore different modes of mix media performance making• Evidence a collaborative creative process• Evidence a constructive, pro-active approach to developing

group work• Explore different modes of dissemination for your work• Articulate an understanding of how media, form, content and

participation inform communication with a wide range of audiences

• Develop appropriate marketing and copy materials to support the performance projectUniversity of Bedfordshire 9

Assessment 2 - Essay

• When

• Monday 11th May 2015, electronic version through turnitin must be submitted.

• What

• The 1,500 word essay enables you to evaluate and discuss your creative process in the context of the readings and professional practices introduced to you in the unit. You will be required to discuss your artistic choices in relation to key practitioners and theories in digital performance.

• Essay title

• With reference to your own project, discuss the theoretical, technical and artistic concerns specific to creating digital performance.


Assessment 2 - Essay

• Weighting of the assessment• This assessment forms 40% of the unit.

• Criteria for this assessment• The Assessment Criteria for this assessment is below and can be

associated with Learning Outcomes 1 and 2.• Challenge traditional notions of audience in terms of position,

perspective and/or interaction through the use of technology• Explore different modes of mix media performance making• Make reference to key secondary reading in relation to the

impact of filmmaking, and digital technology on performance historically

• Discuss how concepts within these areas impacted upon the group’s own decision making process

• Reflect upon and evaluate the processes and outcome of the group’s piece in relation to key principles inherent within screen-based work.

• Adhere to academic referencing and presentation conventionsUniversity of Bedfordshire 11

Next Lecture


Reading for this week: Moon, J. (2004) ‘Resource 2’, ‘Resource 3’ and ‘Resource 5’ in Moon, J. A handbook of reflective and experiential learning: theory and practice. London: Routledge Falmer, pp. 186-189, pp. 190-191 and pp. 196-203. [Available Online – see BREO Guided Learning]

Reading for next week: Dixon, S. (2007) ‘Introduction,’ in Dixon, S. Digital performance: a history of new media in theatre, dance, performance art, and installation. Cambridge, Mass,: MIT Press, pp. 1-34.[Available Online – see BREO Guided Learning]

Task: Begin your reflective practice!

Education

Week 11 Workshop - Inttroduction to the Unit