Active Learning And Teaching Through Digital Technology And Live Performance: 'Choreographic Thinking' As Art Practice In The Tertiary Sector

This article is an interdisciplinary reflective response to an intensive studio learning and teaching experience involving artists, academics and postgraduate students. The authors of this article teach, research and practise in coding, digital design, dance, and virtual and live performance. As lecturers and students we reflect upon and propose future approaches to art practice in tertiary education informed by live performance, performance capture and studio-based responses to digital and virtual platforms. We reflect on an innovative contribution to the field of research-teaching nexus as informed by digital and virtual data capture identifying the key element of immediacy in live performance and choreographic improvisation with systems. We reflect on practice-based inquiry via the Choreographic Coding Lab (CCL) model - a dialogical negotiation between capture technology and interdisciplinary artists in industry and academia. How can we encourage potential studio inquiry as an adapted model in tertiary learning and teaching? Our interdisciplinary voices, presented as authors' reflections, provide suggestions for future studio-based, active learning contexts.