You are here:

ActᵉMotion as a Content-Oriented Learning Application in Secondary School: Media Control through Gesture Recognition as a Performative Process in Art Teaching PROCEEDING

, Institute for Quality Development in Schools in Schleswig-Holstein, Germany ; , Institute for Multimedia and Interactive Systems, University of Luebeck, Germany ; , Institute for Multimedia and Interactive Systems (IMIS), University of Luebeck, Germany

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper discusses the importance of the learning application ActeMotion in context with performative works of students at school. It focuses on reconsidering the aesthetics of the performative in interactive learning environments in its meaning by the influence of the medial, understanding the performative as a strategy to reflect historical, social and cultural processes, the relations between the medium and its perception. The potential of ActeMotion is explored, which primarily makes the learner’s self-made videos perceptible by linking the videos to body gestures and movement, tracked on a stage in real-time. The influence and the importance of the medial for the perception of young people of the world, their school, and biographical lifeworld, cultural identity and physicality is reflected. With reference to qualitative observations and interviews, this paper points out how students learn interactively and their experiences are conditioned by their media enriched world.

Citation

Ide, M., Winkler, T. & Bouck-Standen, D. (2017). ActᵉMotion as a Content-Oriented Learning Application in Secondary School: Media Control through Gesture Recognition as a Performative Process in Art Teaching. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1327-1335). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2018 from .

View References & Citations Map

References

  1. Austin, J.L. (1962). How to do things with words. London: Oxford University Press.
  2. Bidlack, R. (2013). Slot. Http://www.signalsandnoises.com/Works/Slot.htm (28.04.2017)
  3. Dinkla, S. (1997). Pioniere interaktiver Kunst von 1970 bis heute: Myron Krueger, Jeffrey Shaw, David Rokeby, Lynn Hershman, Grahame Weinbren, Ken Feingold, Ostfildern, (pp.10, 95f).
  4. Hoghe, R. (1986). Tanztheatergeschichten von Raimund Hoghe. Suhrkamp, Frankfurt am Main 1986.
  5. Ide, M. (2016). Das Medium prägt die Wahrnehmung. In: Ide, M., Korte-Beuckers, C., Rückert, F. (Hrsg.): Aktuelle Positionen der Kunstdidaktik. Kopaed, München (pp.97f.).
  6. Ide, M., Winkler, T. (2012). Hypervideo. Neue ästhetische Prozesse im Web 2.0. Hyperstrukturen in Lernprozessen, in: Chancen digitaler Medien für Kinder und Jugendliche. Medienpädagogische Konzepte und Perspektiven, hg. V. Jürgen Lauffer U. Renate Röllecke, München, (P.71f).
  7. Livet, A. (1978). Contemporary Dance. New York, Abbeville, Press, (P.51).
  8. Media Art Net (2017). Hosted and organized by Zentrum für Kunst und Medientechnologie Karlsruhe: http://www.medienkunstnetz.de/works/videoplace/ (04.16.2017)
  9. Merleau-Ponty, M. (1965) Phenomenology of Perception. London: Routledge & Kegan P.
  10. Moser, M.A. & MacLean, D. (1996). Immersed in Technology: Art and Virtual Environments. The MIT Press. Camebridge MA, USA. (P.89).
  11. Cassirer, E. (1955): The Philosophy of Symbolic Forms. Volume 1-4. New Haven and London. Yale Univesity Press.
  12. Castoriadis, C. (1987). The Imaginary Institution of Society. The MIT Press, Cambridge Massachusetts.
  13. McLuhan, M. (1967). The Medium is the Massage. London. Penguin Books.
  14. Papert, S. (1993). The Children's Machine: Rethinking School in the Age of the Computer. New York. Basic Books.
  15. Pfeiffer, M. (2009). Theater des Handelns. Strategien der Performance-Artals Methode in der Theaterarbeit mit Jugendichen.Weinheim, (P.64).
  16. Schulze-Reuber, R. (2008). Das Tanztheater Pina Bausch: Spiegel der Gesellschaft. Frankfurt am Main, R.G. Fischer, (P.3).
  17. Schulz-Zander, R. (2005). Veränderung der Lernkultur mitdigitalen Medien im Unterricht. In Kleber, H. (Ed.) Perspektiven der Medienpädagogik in Wissenschaft und Bildungspraxis. München, Kopaed (P.125).

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides