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Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
Pursuit of Uncertain Benefits
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Pursuit of Uncertain Benefits

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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.

Published in: Economy & Finance, Education
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  • Transcript

    • 1. Drama and Technology The Pursuit of Uncertain Benefits Kim Flintoff Keynote Address April 27, 2002 Left Blank Intentionally – QADIE Conference
    • 2. The future of the body?
    • 3. Intelligent Agents? Intelligent agents are software programs designed to mimic human behaviour.
    • 4. Predictable Future?
      • When you do as you always do, you get what you always get.
    • 5. “ What about my F***ing job??!!”
      • Many Drama teachers seem to hold a fear that engaging with technology will change the fundamental nature of their work with students.
    • 6. Fear of the Unknown “ The birth of a new medium of communication is both exhilarating and frightening. Any industrial technology that dramatically extends our capabilities also makes us uneasy by challenging our concept of humanity itself.” Janet Horowitz Murray “ Hamlet on the Holodeck”
    • 7. Some “useful” questions
      • In a process of change and transition, questions are more important than answers:
      • Can a drama teacher find deeper meaning in digital world?
      • What is drama teacher competence in digital/pop culture environment?
      • How will/does dramatic narrative operate in virtual environments?
      • What is the discipline of the digital space?
      • What are the technical and symbolic codes of the digital?
      • What are the narratives of digital world?
      • Is it authentic to construct a new identity on screen?
    • 8. Actors or Cyborgs
    • 9. We are the Borg
    • 10. Beyond the Interface
    • 11. Who am I today?
    • 12. Who will I be tomorrow?
    • 13. Drama and IT – Jonathan Neelands
      • Students should be enabled to use IT in creative and imaginative contexts as an entitlement and in order to enhance their understanding of its power, how it can be used and the extent to which they have control over it.
    • 14. Collar and Tie (UK) The Adverb Project - CAMBAT HOME PAGE Providing high quality urban surveillance at rock bottom prices ADV Security is the first name in closed circuit television. With a reputation for installing state-of-the-art CCTV systems in major cities, market towns and to consortia of local retail outlets, ADV Security can guarantee protection for your property day and night. Especially night. Night's when crime really happens. Click to see why crime happens at night.
    • 15. Collar and Tie (UK) The Adverb Project - CAMBAT
    • 16. Collar and Tie (UK) The Adverb Project - CAMBAT
    • 17. Computer games as theatre. “ Role-playing games are theatrical in a non-traditional but thrilling way. Players are both actors and audience for one another, and the events they portray often have the immediacy of personal experience ” Janet Horowitz Murray “ Hamlet on the Holodeck”
    • 18. Swimming with or against the Tide? “ We are surrounded by favorable and unfavorable forces. We cannot fight against them but we can work with them. Digital space needs to face this ocean of different type of currents.” Liliàna Galvan
    • 19. The Computer/Technology
      • Easy to use, brings ideas together quickly
      • Extra-stimuli besides drama
      • Individual real feelings
      • Can become a tool for drama.
      • Computer software can never replace art in drama.
      • Gets rid of gender
      • Equal of opportunities
      • Lots of information
      • Takes time to learn
      • Costs
      • Too difficult to find a focus
      • Stereotypes
      • Pre-programmed limits to response
      • Gender specific behavior: often girls don’t respond to computers like boys do.
      • Limits of technology.
      FAVOURABLE UNFAVOURABLE
    • 20. The Student
      • Promote the development of different kind of competencies.
      • Accessibility of different people using in the classroom
      • Student’s responsibility
      • Independence from adults.
      • Older child can increase his audience and obtain international feedback.
      • Inequity in opportunities to access new technology.
      • Lack of group feelings- social awareness.
      • Industry sets quality of standard.
      • May find themselves without guidance.
      • Audience is potentially unknown
      FAVOURABLE UNFAVOURABLE
    • 21. A vehicle for inclusion? Physical, social and emotional limitations might be challenged by engaging with technology
    • 22. The Teacher
      • Drama teacher helps understand the difference between fiction and reality.
      • Collaboration between artist and technology is good because different roles can be explored.
      • Teachers can have a voice in market if they get involved.
      • New drama teacher role as leader and facilitator.
      • New skills to develop.
      • Fear of new technology.
      • Child could be out of control.
      • Education training is needed by artists.
      • Change paradigms
      • Drama teachers may lose their voice in drama software design because they are not interested or afraid.
      • Training and Professional Development costs and commitments.
      FAVOURABLE UNFAVOURABLE
    • 23. The scope of our teaching It is possible we may need to redefine our function as Drama teachers. Where else will students explore the implications of the virtual?
    • 24. The place of drama teachers
    • 25. The Learning Process
      • Multicultural communication, global interchange.
      • Self-expression - new ways of framing life.
      • Extra-stimuli learning process.
      • Support different learning styles
      • Develops visual literacy.
      • One to one attention.
      • Many paths to problem solving.
      • Lose real life interaction.
      • Loss of interpersonal relationship
      • Physicality may be minimised
      • Abstraction may lead to desensitisation
      FAVOURABLE UNFAVOURABLE
    • 26. The Learning Process One of the positive offerings of technology such as the Internet is the ability to engage with multiple users in real-time. This should be familiar territory for Drama teachers provided they are not overwhelmed by new interfaces. Group Interaction still the core
    • 27. The Virtual/Digital Domain
      • Multi-media virtual environment : TV,CD,PC, 3D, Text, Graphics, Audio
      • Digital as a mask with character formation. Gender, ethnicity, age are optional in the digital world.
      • Opportunities for alternative narrative structures – hypertext and other non-linear narratives
      • Web-cast audience
      • New type of imagining space
      • Confusion between reality versus fiction?
      • Characters
      • The place of the body? Where does the affective reside?
      • Different kind of imagination
      • Virtual representations could limit individual imagination
      FAVOURABLE UNFAVOURABLE
    • 28. Take the Red Pill – See the Matrix
      • The nature of all human interaction – including Drama is modified in a digital world.
      • Teachers need to ADD to their ways of perceiving and presenting Drama.
      • It is not about replacement
    • 29. Virtual Performance Examples Theatre has been quick to adopt and explore the possibilities – what happened to Drama Education?
    • 30. Virtual Performance Examples Universities are utilising their resources to explore possibilities; how do we translate to the classroom?
    • 31. Virtual Performance Examples Drama teachers need to see beyond the footlights – new futures exist for our students.
    • 32. Pathways from Drama
      • Drama is rarely about training actors
      • Lucrative careers exist in a variety of emerging fields.
      • Understanding of dramatic narrative is likely to be more important than enactment.
      • The relevance of physical presence is likely to be challenged.
    • 33. Starting Points
      • Drama and Computers
      • Computers before the Drama
      • Computers during the Drama
      • Computers after the Drama
      • Computers in the Drama
      • Drama in the Computer (Virtual Spaces)
    • 34. Computers before the Drama
      • Research
      • Script Development
      • Design Applications
      • Journal – expectations/goals
      • Introducing Stimuli
    • 35. Computers during the Drama
      • Computer stimulating action/plot
      • Computer advancing action/plot
      • Computer moderating pace
    • 36. Computers after the Drama
      • Computer as reflection tool
      • Computer as compilation tool
      • Computer for script development
      • Computer as forum
      • Computer as archiving tool
    • 37. Computers in the Drama
      • Computer as a character – intelligent agents, computer generated “personalities”
      • Computer as a prop
      • Computer as other – magic - mystery
    • 38. Drama in the Computer (Virtual Spaces)
      • Drama in Virtual Environments
      • Degrees of Immersion
      • Text environments – e-mail, IRC, ICQ, MUDs, MOOs, chat rooms
      • Graphical Environments – Palace, Alpha World, Blaxxun 3D Community – (QUAKE engine)
      • VRML – simple 3D virtual reality
      • The body in Virtual Space – helmets, cyber suits and beyond.
    • 39. Classroom Practice
      • Develop competence
      • Be flexible
      • Be curious
      • Negotiate
      • Broaden your scope
      • Be comfortable with uncertain outcomes
      • BE POSITIVE!

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