Digital Technology for Performing Arts education

Digital technologies have been part of the performing arts landscape for decades but recent advancements in new and emerging technologies and the increased commercial viability of low-cost-high-performing digital tools has opened up exciting possibilities for not only established companies and large organisations but also for educational institutions and individual artists.

While some UK higher education providers are responding to these shifts and including digital performance, video manipulation, performance as installation, projection mapping, coding, screendance, motion capture, VR and more into their BA performance courses, it is UK FE institutions that are being left behind with limited resources, few CPD opportunities and little curriculum guidance to help teach some of the skills necessary to support students in the transition into this new HE environment.

This PhD study asks what is the role of creative digital technology in FE performing arts education and aims to identify what a level 3 digital performance curriculum could/should look like to support students to develop innovative ideas and digital creativity, responsive to the current socio-cultural landscape. This research aims to provide a proof of concept for the development of a curriculum and digital pedagogical framework that offers education providers the tools to support students in their transition from FE into HE performing arts education and beyond.