When arts and science meet: Digital technology in artistic research

2021 ◽  
Vol 13 (2-3) ◽  
pp. 117-140 ◽  
Author(s):  
Giusy Caruso ◽  
Luc Nijs
Keyword(s):  
Teaching And Learning ◽  
Music Cognition ◽  
Music Performance ◽  
Digital Technologies ◽  
The Body ◽  
Artistic Practice ◽  
Use Of Technology ◽  
Performance Interpretation ◽  
Piano Composition ◽  
Artistic Research

In recent decades, advancements in digital technologies have become a rich source of inspiration for artists, who seek to leave the trodden paths and find novel ways of expression. In addition, digital technologies are increasingly implemented in the development of artistic skills, providing new means to develop the artists’ reflection on their own development. As such, they hold great potential to shape artistic research. Moreover, digital technologies offer possibilities to capture the learning process based on quantitative measurement, thereby becoming a potential interface between artistic and scientific approaches to investigating artistic growth. This contribution presents two artistic projects illustrating the potentialities of the art–science encounter. Embedded in the research paradigm of embodied music cognition, both projects explore the role of the body in music performance (interpretation and improvisation). The first project investigates the relation between gesture and interpretative intentions in a contemporary piano composition. The second project concerns the development of one’s musical language through kinemusical improvisation. A mixed methodology and the use of technology as ‘an augmented mirror’ to monitor artistic practice were applied. Both projects illustrate how the implementation of digital technologies may boost the evolution in artistic research and facilitate novel approaches to music teaching and learning.

Percussion Theatre: a body in between

2018 ◽  
Author(s):  
◽  
Jennifer Torrence
Keyword(s):  
Contemporary Music ◽  
Music Performance ◽  
The Body ◽  
John Cage ◽  
Artistic Practice ◽  
Research Project ◽  
Art Forms ◽  
Recent Developments ◽  
And Performance

What does the musician become when sound and instrumental thinking are no longer privileged as the foundation of a musician's practice? In what ways does an emphasis on the musician's body cause music to approach art forms such as theatre and performance? After a generation of pioneering work from Mauricio Kagel, Dieter Schnebel, John Cage and many others, where is the theatrical and the performative in music today? How do its recent developments shape, alter, constitute a musician's artistic practice? Through her research, Jennifer Torrence argues that this type of music demands the musician assume a different understanding and relation to their instrument and therefore a different relation to their body. This relation calls for new ways of making and doing (new artistic practices) that foreground the body as a fundamental performance material. Through an emphasis on the body, the musician emerges as a performer. This exposition is a reflection on the research project Percussion Theatre: a body in between. This project is comprised of a collection of new evening-length works that approach the theatrical and performative in contemporary music performance. These works are created with and by composers Wojtek Blecharz, Carolyn Chen, Neo Hülcker, Johan Jutterström, Trond Reinholdtsen, François Sarhan, and Peter Swendsen. The exposition contains reflections on recent developments in contemporary music that mark a mutation of the executing musician into a co-creating performer, as well as images, artefacts, videos, and texts that unfold the process of creating and performing the work that constitutes this project. The ambition of this exposition is that through the exposure of a personal artistic practice an image of a larger field may come into focus.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

scholarly journals Impact of digital technologies on education

2020 ◽  
Author(s):  
A.V. YUr'ev
Keyword(s):  
Labor Market ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Educational Technologies ◽  
Highly Qualified ◽  
Use Of Technology ◽  
Software And Hardware

Digital technologies have become an integral part of our everyday life. Today the application of digital technologies surrounds us at home, at work, in education, transport or leisure. Digital transformation is not only about the technological shift. New technologies, software and hardware solutions are emerging every day. The importance of digital technology in vocational education cannot be ignored. In fact, with the advent of computers in education, it has become easier for teachers to transfer knowledge and for students to acquire it. The use of technology has made the teaching and learning process even more enjoyable. But the negative aspects of the use of digital educational technologies in training highly qualified specialists on the labor market are also not excluded.

Gestural Performance of Electronic Music—A “NIME” Practice as Research

Leonardo ◽  
2016 ◽  
Vol 49 (1) ◽  
pp. 84-85
Author(s):  
Jan C. Schacher
Keyword(s):  
Electronic Music ◽  
Music Performance ◽  
Musical Instruments ◽  
The Body ◽  
Practice Research ◽  
Artistic Practice ◽  
Expressive Performance ◽  
Or Practice

The practice of gestural electronic music performance provides a valid context for artistic or practice-based investigations in the field of ’NIME.’ To this end, the material and conceptual conditions for the development of performance pieces using gestural actions need to be explored. The use of digital musical instruments and concepts for the expressive performance with digital sounds leads to questions of perception—by the musician and by the audience—of movements and actions, the body, the instruments, and of their affordances. When considering this performance mode as a topic for investigation, it becomes evident that in order to be based on practice, research in this field needs a definition and differentiation that helps to identify the specific perspectives that are only made possible through application in an actual artistic practice.

Conducting a Virtual Study with Special Considerations for Working with Persons with Aphasia

2020 ◽  
Author(s):  
Ashleigh Doub ◽  
Anne Hittson ◽  
Brielle C Stark
Keyword(s):  
Data Storage ◽  
Study Data ◽  
The Body ◽  
Retention Rates ◽  
Clinical Settings ◽  
Use Of Technology ◽  
Quality Check ◽  
Assessment Procedures ◽  
Post Assessment ◽  
Larger Sample

Purpose: The use of technology (e.g., telehealth) in clinical settings has rapidly increased and its use in research settings continues to grow. The aim of this report is to provide detailed methods for conducting a multi-timepoint (test-retest) virtual paradigm, assessing lifestyle, physiological, cognitive, and linguistic factors in persons with and without aphasia. Methods: Procedures for virtual assessment are detailed in a sample of non-brain damaged adults (NB; N=24) and persons with aphasia (PWA; N=9) on a test-retest paradigm (data collection approximately 10 +/- 3 days apart). This report provides practical information about pre-assessment (e.g. recruitment, scheduling), assessment (e.g. aphasia-friendly consent presentation, investigator fidelity), and post-assessment (e.g. data storage, quality check) procedures for human behavior research using a virtual platform.Results: Preliminary study data is provided, demonstrating high retention rates and feasibility. Common technological troubles and solutions are discussed, and solutions offered. The results suggest that our pre-assessment, assessment, and post-assessment procedures were core to the success of our study. Conclusion: We provide practical methodology for conducting a multi-timepoint study, with considerations for persons with aphasia, adding to the body of research on telehealth in clinical populations. Future studies should continue to evaluate tele-methodology, which may be core for diversifying studies, improving study retention, and enrolling larger sample sizes.

Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

2020 ◽  
pp. 291-312
Author(s):  
Marissa Silverman
Keyword(s):  
Social Media ◽  
Music Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
The Body ◽  
The Internet ◽  
Philosophical Investigation ◽  
Music Teaching ◽  
Music Making ◽  
The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

Making Up 3D Bodies

2021 ◽  
Vol 4 (2) ◽  
pp. 1-9
Author(s):  
Kiona Hagen Niehaus ◽  
Rebecca Fiebrink
Keyword(s):  
Software Tool ◽  
The Body ◽  
Design Parameters ◽  
Artistic Practice ◽  
Human Form ◽  
Modeling Systems ◽  
Exploratory Approach ◽  
Disability Status ◽  
High Level ◽  
The Impact

This paper describes the process of developing a software tool for digital artistic exploration of 3D human figures. Previously available software for modeling mesh-based 3D human figures restricts user output based on normative assumptions about the form that a body might take, particularly in terms of gender, race, and disability status, which are reinforced by ubiquitous use of range-limited sliders mapped to singular high-level design parameters. CreatorCustom, the software prototype created during this research, is designed to foreground an exploratory approach to modeling 3D human bodies, treating the digital body as a sculptural landscape rather than a presupposed form for rote technical representation. Building on prior research into serendipity in Human-Computer Interaction and 3D modeling systems for users at various levels of proficiency, among other areas, this research comprises two qualitative studies and investigation of the impact on the first author's artistic practice. Study 1 uses interviews and practice sessions to explore the practices of six queer artists working with the body and the language, materials, and actions they use in their practice; these then informed the design of the software tool. Study 2 investigates the usability, creativity support, and bodily implications of the software when used by thirteen artists in a workshop. These studies reveal the importance of exploration and unexpectedness in artistic practice, and a desire for experimental digital approaches to the human form.

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