Word/ Phrase Index
Workshop - Monday 17 through Friday 28 May, 2004
A co-operation between the Department of Dance and Information Technology Instructional Support at Arizona State University.
The workshop was held at the Dance Studio Theater, the Dance Multimedia Learning Center, and Coor Hall at Arizona State University, Tempe, Arizona.
AIM: to explore questions related to emergent electronic technologies and how they may influence the artistic processes and experiences of the work we create. New technologies offer means to extend, manipulate and color work in different ways, many of which are not possible in a technologically-unmediated realm. In exploring these technologies, we look at how physical performance can be enhanced and perceived in other ways. These different perceptions may derive from the experiential effects of the technologies, as well as journeys through computer simulations of choreographic works and the responses these elicit.
The workshop is split into two morning seminars, the Absent Body and Interactive Performance and Media Integration. All participants work together in afternon sessions to develop collaborative projects. See schedule.
Question #20: What can you say you have learned after the 10 full working days of the workshop?
Answer #1: I've learned that I have a lot to learn. MAX/MSP is a very powerful tool as well as many of the other animation programs we explored. I think you are really bounded only by your imagination and willingness to explore. (Tracie Yorke)
Answer #2: A lot. My time at ASU was priceless
and the exposure that I received with the facility, ideas, programs, peers
and staff was so influential. Granted, the initial first few starting
days were a little discombobulating because of all the information (both
visually and technologically) that was introduced it was all manageable
– for me at least. I did enjoy the discussions that were instigated
which I thoroughly enjoyed continuing with my classmates outside of the
workshop environment. I do not know though how crucial it was for me to
produce a cohesive or impacting piece because my main focus was to learn
than to make art – at that moment in particular. I think by possibly
removing or selectively waiting until the later days of the work shop
to introduce content would be wiser. That way the earlier days of the
workshop could focused on learning the programs, transitioning that knowledge
or work into the mediated space, viewing the aesthetic and technical possibilities
available with the introductory knowledge already being processed, tweaking
with the devices that are available to us within the space, and then revisiting
the drawing board with an intent direction in mind. I think we all appreciated
working on projects in the mediated space but the pressure of trying to
create work that had depth was either too cumbersome or difficult to conceive
on top of the information we were already processing. It’s like
trying to solve an algebra problem with elementary mathematical skills.
What may help this is to have a little more of a regimented curriculum
that would not idol too long on direction. Possibly by having more specific
tasks or projects in mind or preconceived would help. Like that idea of
a tutorial where a final product is presented, basic instructions or a
template is offered, and the student works through the different stages
of production on their own (being introduced to new or already experienced
information along the way) until they have reach the final product which
had been presented at the beginning of the exercise. I think that would
be a great approach because it is interdisciplinary, the student can utilize
their instructors when needed, insightful and productive, removes any
subjective distractions, and can work well in group or team settings.
Rehearsal for Informal Showing
Afternoon Work Session
Yacov and interactive animations