‘Isadora’ as a means of composing. A detailed discussion of the potential implications of
utilising new technologies within the creative process in undergraduate study.
By Kerry Francksen Senior Lecturer Dance
This paper aims to discuss and reflect upon findings generated from a research project,
supported by the Centre for Excellence in Performance Arts at De Montfort University,
Leicester, which will take place in June 2007.
Brief outline of the project
Particular research questions that form the basis of the project are as follows:
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To what extent does the use of new technologies change the creative process.
By exploring new technologies how can students from a variety of disciplines engage
with each other from a position of neutrality.
Through reflection determine any methodologies and findings appropriate for
curriculum development.
The research project aims to explore the potential use of an interactive software programme
called ‘Isadora’ designed by Mark Coniglio. ‘Isadora’, which is a graphic programming
environment that provides interactive control over digital media, with special emphasis on the
real-time manipulation of digital video, will provide the creative basis from which students will
explore and generate composition.
The overall aim of the project is to consider the pedagogic implications of utilising such
software, whilst providing an opportunity for students to learn new skills in terms of using
new digital media and to produce work that can be demonstrated and reflected upon. The
main emphasis is to generate potential methodologies and processes that can be assessed
in terms of composition. It is envisaged that the technology will provide the basis from which
ideas will be generated rather than as a tool to manipulate an already composed piece of
work. Students will be given individual task based instructions from which they will spend 7
days exploring compositional strategies. The emphasis is not on producing a final product.
However students will be encouraged to demonstrate and share any findings.
Students from a variety of disciplines will have the opportunity to work together, namely
dance, drama, music technology and photography & video. It is hoped that by introducing a
new form of media students from different disciplines can begin to engage with each other
from a position of neutrality. Students will be asked to keep a continuous video log as well as
contributing to discussions and reflecting writings.
Conference proposal
New and exciting debates relating to the emergence and integration of art and new
technologies are taking place. However, explorations and documentation in terms of the
pedagogic implications and potential uses within undergraduate and postgraduate study are
less dominant.
Having established methodologies myself as an artist and researcher making dance video
installations and as Senior Lecturer in Dance at De Montfort University I am now concerned
with how new technologies might begin to challenge and develop the way in which students
engage in composition and how this might be fostered across a number of disciplines.
Using the above project as a platform I will aim to discuss the practical implications of
implementing new technologies, particularly with regards to the challenges of gaining
appropriate skills in order to use the technology as well as how to integrate equipment and
software into the creative process. I am also interested in how the use of technology might
enable students to engage with others from different disciplines in order to find a common
knowledge base. Issues to do with the use of language and the fundamental skills needed to
engage in the creative process will also be discussed. By reflecting on the process it is
hoped that methodologies or successful working practices will be identified. I will also reflect
on the challenges and difficulties involved in order to consider how the use of technology
might be best placed within the dance programme at De Montfort University. Although my
research is clearly concerned with the developments at De Montfort University I envisage
that any best practice or findings will be pertinent to current debates, which deal specifically
with new technologies within pedagogy.
This paper will draw upon visual / video documentation from the project as well as utilising
written documentation from both students, key staff members and myself.