Learning & co-creation-utrecht-Anne Nigten2011
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This document discusses two case studies of the Patching Zone laboratory for innovation. The first case was an audio-visual training workshop where young people learned skills and ideas were exchanged. The process of collaborating was valued more than the final product. The second case used a dance workshop with the Wii where participants explored converting movement to sound to create an interactive performance. Both cases emphasized peer learning approaches and integrating new skills from the beginning.
Learning & co-creation-utrecht-Anne Nigten2011
- 1. LEARNING AND CO-CREATION FRESH TRACKS EUROPE HET LAB UTRECHT 12-11-2011 ANNE NIGTEN THE PATCHING ZONE WWW.PATCHINGZONE.NET ANNE@PATCHINGZONE.NET
- 2. THE PATCHING ZONE THE PATCHINGZONE IS A TRANSDISCIPLINARY LABORATORY FOR INNOVATION WHERE MASTER, DOCTOR, POST-DOC STUDENTS AND PROFESSIONALS FROM DIFFERENT BACKGROUNDS WORK TOGETHER ON CREATIVE / CULTURAL MEDIA TECHNOLOGY APPLICATIONS. WE WORK ACCORDING TO THE PROCESSPATCHING APPROACH.
- 3. TWO CASE STUDIES VJ – AUDIO TRAINING DEVELOPED BY THE THE BIG SOUTH LAB TEAM.OVER THE PERIOD OF A YEAROUR TEAM ORGANISEDPEER-TO-PEER WORKSHOPS, WHERE THE EXCHANGE OF SKILLS AND IDEA'S WASESSENTIAL. OUR TEAM LEARNED ABOUT LOCAL YOUTH CULTURE, OUR YOUNG COLLABORATORS WERE TRAINING IN VIDEO AND AUDIO. DANCE WITH WII COORDINATED BY MELANIE SLOOT AND BERIT JANSSEN IN DIGITAL ART LAB. THE PARTICIPANTS HAD TO EXPLORE HOW MOVEMENT COULD BE TURNED INTO SOUND USING WII MOTES. THE RESULT OF THIS WORKSHOP: THE DEVELOPMENT AND PERFORMANCE OF AN INTERACTIVE DANCE PERFORMANCE IN THE THEATRE.
- 4. VJ & AUDIO WORKSHOPS BIG SOUTH LAB IMAGE AND SOUND TRAINING FOR YOUNGSTERS FREE TRAINING NO OBLIGATIONS WORKSHOPS MATURANA: KNOWLEDGE … EMPOWERMENT CREATING VERSUS PERFORMING BOAL: THEATRE OF THE OPPRESSED PEER TEACHING
- 6. Dance with WII DIGITAL ART LAB BODILY MOVEMENTS CONVERTED INTO MUSIC WORKSHOPS DANCERS COOPED WITH MUSICAL AND MOTION RESTRICTIONS WENGER : SHARED REPERTOIRE NEW SKILLS FAMILAR INTERFACES COMBINED TEACHING MODELS KOZEL. CLOSER: PERFORMANCE, INTEGRATED IN EXISTING COURSE TECHNOLOGIES, PHENOMENOLOGY
- 8. CONCLUSION VJ – AUDIO TRAINING THE PROCESS WAS EXPERIENCED AS MORE VALUABLE THAN THE FINAL RESULT. MAKING AND TRAINING WERE KEY, THE YOUNGSTERS WERE NOT INTERESTED IN PERFORMING, THEIR NEW SKILLS (YET). PEER TEACHING AND EXCHANGE WERE OF MAJOR IMPORTANCE. DANCE WITH WIITHE PROCESS AND THE PERFORMANCE WERE INTEGRATED, NEW SKILLS WERE APPLIED FROM THE FIRST REHEARSALS ONWARDS, TECHNOLOGY WAS DEVELOPED BY COACHES. NEXT STEPS COMMUNITY DRIVEN PEER TEACHING APPROACHES, YOUNGSTERS AS EXPERTS AND (CO-)TEACHERS
- 9. MORE INFORMATION PATCHINGZONE.NET BIGSOUTHLAB.NL DIGITALARTLAB.PATCHINGZONE.NET PROCESSPATCHING.NET YOUTUBE CHANNEL: CKC DIGITAL ART LAB ANNE@PATCHINGZONE.NET
Editor's Notes
- Qualitative researchPractice leadBackground art & technology
- Connecting street culture and creative making processes by introducing the youth to making beats and VJ-ing in the
- Knowledge is that which we ascribe to another person (that could be ourselves) when we see that she behaves in a manner that we consider adequate in the domain in which we observe her.
- dancers should learn how to cope with the musical and motion restrictions
- SusanKozel. Closer: Performance, technologies, phenomenologyEttienne Wenger 98Shared repertoire Joint Enterprise: Secondly, through their interactions, they create a shared understanding of what binds them together; this is termed the joint enterprise. The joint enterprise is (re)negotiated by its members and is sometimes referred to as the 'domain' of the community.