In a medium where all activities have an aspect of experimentation, it is important to be able to link goals with outcomes.
TPL is in the unique postion of having access to students who have had a continuous 5 years' exposure to interactive learning. The profile that emerges will be an invaluable tool to understanding how technology can serve the needs of the studio partcipants and artist coach, enhancing the learning experiences of both.
What did we expect
In order to answer these questions, we have depended to great extent on our post-exchange data, both written and on videotape.
When you review the chapter heading The TPL Model & DANCE, watch the movie Young Choreographers. The artists speaking are two-year graduates of a pre-professional dance program that incorporates interactivity.
A Model in Process
In the months and years ahead, we will continue to rely on a number of different evaluation tools to assess our progress. We will continue to rely on live recordings to provide the best testimony of the relative ease or discomfiture participants feel in interactive exchanges.
Another new project, TPL World Bridge, relies heavily on an extensive evaluation cmponent. We reproduce here a description of our planned evaluation program. These remarks are based on an Evaluation Plan deisgned by William Cleveland of the Center for the Study of Arts & Community.
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