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Cyborgs, Improv and Digital Drama
 

Cyborgs, Improv and Digital Drama

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I did a spate of presentations that were all quite similar and this is one of them, The emphasis shifts a litle but draws on similar stimulus materials.

I did a spate of presentations that were all quite similar and this is one of them, The emphasis shifts a litle but draws on similar stimulus materials.

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    Cyborgs, Improv and Digital Drama Cyborgs, Improv and Digital Drama Presentation Transcript

    • Cyborgs, Improv and Digital Drama in the Classroom Kim Flintoff 2003
    • Cyborgs, Improv and Digital Drama in the Classroom
      • Background
      • Cybernetics
      • Artificial Intelligence
      • External Stimulation of Creativity
      • Teacher Attitudes Survey
      • Process Drama – introducing Virtual Worlds
    • Background
    • Cybernetics Kevin Warwick 2002 Implanted an electronic matrix into his forearm – tapping directly into his nervous system – becoming the first CYBORG.
    • Artificial Intelligence
      • A.I.
      • Because they violate the status quo, and Unsettle us from from our comfy seats in the Ivory Tower.
      • If our work doesn't have revolutionary consequences, then why are WE doing it?
    • Activating Creativity Transcranial Magnetic Stimulation 2003 In a concrete basement at the University of Sydney, I sat in a chair waiting to have my brain altered by an electromagnetic pulse.
    • Transcranial Magnetic Stimulation The results of a test in which a research subject was asked to draw a picture of a dog four times, at different stages of his exposure to transcranial magnetic stimulation.
    • Teacher Attitudes
    • Teacher Attitudes
      • Digital Drama Survey
      • I have thought about the use of digital environments as part of my teaching strategy in Drama.
      • I have attempted the use of "digital" environments in my Drama class.
      • I feel I have the necessary knowledge to use "digital" environments in my Drama classes.
      • I feel I have the necessary technical resources to use "digital" environments in my Drama classes.
      • I am confident there is a positive use for "digital" environments in Drama education.
      • I would never consider the use of "digital" environments in my Drama classes.
      • I think knowledge and skill in the use of technology is essential for Drama teachers.
      • How important is an understanding of the possibilities for technology in Drama education.
      • I would like to learn more about the possibilities for technology in Drama education.
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Teacher Attitudes
    • Digital Drama
    • Digital Drama Using Virtual Worlds in Process Drama Active Worlds Educational Universe (AWEDU) http://www.activeworlds.com/edu/
    • Digital Drama Using Virtual Worlds in Process Drama The steps involved in using these environments is not dissimilar to regular dramatic activities:
      • Theme or Topic
      • Context
      • Roles
      • Frame
      • Sign
      • Strategies
      From Pamela Bowell and Brian Heap “Planning Process Drama”
    • Digital Drama Using Virtual Worlds in Process Drama The most obvious omission in many explorations is taking time to learn to use the tools – in this case the environment needs to be familiar to both the teacher and the learner.
    • Digital Drama
      • THIS IS NOT
      • THE END