Moving In-Frame: Creativity Through Reflection Within Digital Spaces

Moving In-Frame: Creativity Through Reflection Within Digital Spaces

Andi Johnson, Richard Lessey, Rebeca Ramos O'Reilly, Jessica Shi
DOI: 10.4018/978-1-7998-8287-9.ch011
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The researchers explored the dual experience of individuals who are both taking dance and movement classes digitally at the same time as they are also teaching dance and movement classes digitally. By focusing on this duality through a series of interviews with practitioners, the researchers explore how the learner/educators do or do not adapt one set of skills into the other area of work and the lessons learned from this reflective practice. The results are analyzed and broken down into five sections: glitches of the practice, reflective practice, active learning, engagement, and reframing communication. Through further analysis, the researchers explore possibilities for shifting the mindset around digital education methods. The researchers then offer suggestions for further development in the field and where further research can expand on the subject area.
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Review Of Literature

The shift to digital education environments has created a need for educators to explore new ways of teaching and engaging with students that has caused a change in how dance education is both perceived and related to. Initially some educators expressed concern about how to engage with digital education formats; how learning themselves in this new environment would be; how to adapt their pedagogical practices; or even learn completely new ones to engage with educational practices (Heyanga and Martin, 2020; Gingrasso, 2020; Li, 2020). Some instructors even expressed reluctance to teach dance courses online because of the lack of available interaction for practical courses. However, they were forced into engaging with digital education because of the global pandemic (Heyanga and Martin, 2020, pp.9,11). However, digital education itself has been a growing trend in the US for the past couple decades and distance learning concepts are not new overall (Anderson, 2012, p.21; You, 2020, pp.1-2).

Key Terms in this Chapter

Distance Learning: Also referred to as distance education, online learning, or e-learning; a form of education that happens online without the student needing to attend a school in person.

Digital Education: Education that uses digital technologies to engage in the learning process including computers, software, phones, and cameras.

Asynchronous Classes: These are classes that are recorded and uploaded onto a digital platform so the student can access them whenever they are able to.

Zoom: An online video conferencing platform that is frequently used in both work and educational spaces.

Reflective Learning: Learning that looks back at personal experiences to uncover new lessons on what has been previously explored.

Feedback: These are constructive comments and corrections provided to aid learning and development.

Agency: The ability to have free choice and work independently.

Screendance: Dance made specifically for the screen and recorded environments.

Pedagogy: The method of teaching used when engaging in educational practices.

Student-Centred Learning: A learning environment in which the development and advancement of the student is the main focus of the educational activity.

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