The document outlines the course structure for the unit PER010-1 Digital Performance at the University of Bedfordshire, focusing on the integration of performance and digital technology across various workshops. It details a series of workshops that cover topics from camera skills to immersive installations, culminating in two assessments: a group practical project worth 60% and an essay worth 40%. The course aims to enable students to explore and create digital performance while understanding the role of technology in the arts.

1. Introduction to the unit
PER010-1 Digital Performance
Diccon Hogger

2. 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

3. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title Lecture preparation
Teaching week 11
Calendar week 2
Week beginning Monday 5th
January
Workshop 1: Introduction to Unit
Summary 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]
Teaching week 12
Calendar week 3
Week beginning Monday 12th
January
Workshop 2: Use of Camera
How 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]
University of Bedfordshire 3

4. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title Lecture preparation
Teaching week 13
Calendar week 4
Week beginning Monday 19th
January
Workshop 3: Flow of Action
Developing 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
Teaching week 14
Calendar week 5
Week beginning Monday 26th
January
Workshop 4: Passive Installations
Introduction to passive installations
Groys, B. (2001) ‘Media art in the
museum,’ Last Call, 1 (2).
[Available Online – see BREO
Guided Learning]
Teaching week 15
Calendar week 6
Week beginning Monday 2nd
February
Workshop 5: Immersive
Installations
Introduction 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]
University of Bedfordshire 4

5. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title Lecture preparation
Teaching week 16
Calendar week 7
Week beginning Monday 9th
February
Workshop 6: Interactive
Installations
Introduction 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 17
Calendar week 8
Week beginning Monday 16th
February
Workshop 7: Telling a Story
Through the Lens
Exploring 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]
University of Bedfordshire 5

6. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title Lecture preparation
Teaching week 18
Calendar week 9
Week 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 19
Calendar week 10
Week beginning Monday 2nd
March
Workshop 9: Assessment
Planning
Setting 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]
University of Bedfordshire 6

7. Lecture Schedule
Teaching week/
Calendar week/
Date
Theme, content, title Lecture preparation
Teaching week 20
Calendar week 11
Week beginning Monday 9th
March
Workshop 10: Project Planning
Development 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 21
Calendar week 12
Week beginning Monday 16th
March
Workshop 11: Project
Development
Continued 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]
University of Bedfordshire 7

8. 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

9. 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

10. 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.
University of Bedfordshire 10

11. 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

12. Next Lecture
University of Bedfordshire 12
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!