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Rowers Get Feedback With Video Traces
Video Traces in Dance
Video Traces in Dance
Maria Simpson, assistant professor of dance, was shown the Video Traces software two years ago and asked it if might be useful in any courses she taught. She's used it in her Composition III class each Spring Quarter since.
Different From Video
"My first question was 'how is this different from video feedback?'" Simpson recalls. "I learned that we can annotate Video Traces, control the speed, point out different bodies in space, and talk about what we are doing. I don't have to rewind the tape to find a student in the mass of students because each is saved separately. I can stop it and start again at the beginning in a second.
Maria Simpson |
Hands-on by Students
Last year Simpson made the use of Video Traces a class requirement. Students used it for first and final showings of three creative projects, setting up the camera and the laptop themselves.
"I thought the labor and technology involved was going to get to them," remembers Simpson. "But they really responded to it."
After class, they talked about the showings.
"First they heard from their peers, and then I annotated the Video Trace," says Simpson. "Each student annotated the final showing and could address issues raised."
With Video Traces, Simpson could see the piece again, on a small screen, so she didn't have to assess it on the spot.
Supporting Pedagogical Goals
"It was much more interesting to hear what the students had to say about their work, because then I could respond to that," explains Simpson. "I encouraged them to talk about different concepts discussed in class -- use of space, dynamics, and specific elements of the creative process in dance."
Simpson envisions anything where the visual component or technique is important as benefitting from Video Traces -- theater, music, and surgery.
"The Video Traces software has supported the pedagogical goals of the class," concludes Simpson, "developing the critical eye, hand-in-hand with verbal articulation."
