Necessity Fuels Creativity: Adapting Long-Distance Collaborative Methods for the Classroom

Autor/inn/en	Sopoci Drake, Katie; Larson, Eliza; Rugh, Rachel; Tait, Barbara
Titel	Necessity Fuels Creativity: Adapting Long-Distance Collaborative Methods for the Classroom
Quelle	In: Journal of Dance Education, 16 (2016) 3, S.94-98 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2016.1198010
Schlagwörter	Cooperative Learning; Distance Education; Creativity; Dance; Dance Education; Teaching Methods; Cooperation; Technology Uses in Education; Online Courses; Electronic Learning; Technological Advancement; Technology Integration; Computer Mediated Communication; Educational Technology + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Distance study; Distance learning; Fernunterricht; Kreativität; Tanz; Dance; Education; Tanzerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Technological development; Technologische Entwicklung; Computerkonferenz; Unterrichtsmedien
Abstract	Improved technology has made it possible to virtually bridge distance between dance makers, rendering physical location another choreographic device to be manipulated. Long-distance collaboration as an artistic process is not only a fertile new ground for creation and necessary for many practicing dance artists in the field today, but there is increased demand for the development of online courses and tools for student interaction. Low-tech methods and also high-tech, digital technologies as creative tools are useful in distance collaboration processes. For our purposes, we define high-tech tools as anything digital, including cellular phones, web-based applications, and computers. Low-tech refers to everything else, including analog tools, but also other means of communication such as physical mail. These methodologies can serve as a starting point in adapting classes that teach creative process via online formats. Within this article, we examine physical distance as a choreographic tool to be worked with rather than against; we focus on the creative use of distance learning and distance dance-making methods as a means for discovering how technology can be integrated into the choreographic process for performance and education. We conclude by sharing collaborative tools and examples of creative exercises for the studio and classroom. Mountain Empire Performance Collective (MEPC) is a dance-based performance collective exploring processes and ways of making work while separated by both time and space. Our approach to collaboration originally derived from being too geographically distant to engage in a "typical" creative process. We had no specific technology in mind when we began. Although working with technology is by no means without challenges and limitations, through the process of distance collaboration, we have developed logistical strategies, technical troubleshooting techniques, and creative workarounds to overcome a minefield of potential technological pitfalls. We have also found that obstacles, when they arise, can unlock new choreographic material and reveal creative processes that are unexpected, fresh, and original. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01