Plug-in your practice: a three-part package for integrating creative digital technologies in Level 3 performing arts education
In the UK, there is a national shortfall in digital performance capabilities of students arriving at higher education (HE) performing arts courses. Formal qualification content in level 3 performing arts courses, have little-to-no reference to digital performance practices or the use of creative digital technologies within the performance making process. With many low-cost, free, and accessible creative digital tools readily available, this research suggests a pragmatic approach to re-envision aspects of post-16 performing arts teaching and learning using such tools to support a shift towards more relevant and fit-for-purpose qualifications. This research bridges the gap between level 3 and level 4 performing arts education through the development of a three-part package for facilitators, that supports a holistic approach to the effective and manageable integration of creative digital technologies in level 3 courses. Developed in response to practice-based research, observations, interviews, and workshop design undertaken between 2018-2021, the original contribution to knowledge is presented where the three parts of the developed package converge. It responds to the shift to more intermedial approaches to performance making reflected in HE performing arts courses while referencing the skills gap also reported in broader creative industries. Part one is a pedagogical framework (SMAR-T framework) that provides a scaffolded approach to teaching and learning in this context through four core pillars: Skills-building, novel Methods, Aesthetic openness, and Relationship building, all supporting the development of Technological sensibility. Part two, is a digital resource (Digital Performance Making: An A-Z for Facilitators – DPMAZ - found at www.digitalperformancemaking.com) which highlights digital tools, technologies, and spaces through in-action examples, explained context and creative experiments. Part three is a continued professional development (CPD) programme developed in collaboration with University of the Arts London (UAL) awarding body, that provides a support for teachers wishing to integrate or ‘plug-in’ this work into their practice. The research faced limitations in obtaining a broad dataset across diverse cultures due to the COVID-19 pandemic. Instead, it conducted an in-depth case study over three years, connecting with artists and educators along the way to validate and contextualise the findings.
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