Current Use, Non-Use, and Future Use of Ballet Learning Technologies

Abstract

Learning ballet is a complex motor task that can be effectively enhanced by technology. Learning technologies, however, are not typically used for the assessment of ballet technique due to a lack of adequate and non-invasive tools that can be pragmatically adopted. We conducted an interview-based qualitative study with seven expert ballet teachers and six pre-professional dancers to examine their current and future technology use in a ballet technique class. Through inductive and deductive analysis, we identified reasons for technology non-use and derived seven requirements that can inform the design and implementation of ballet assessment technologies including designing for: adaptation to multi-skill/multi-method environments, teacher/dancer skill augmentation, agency, non-invasive design, feedback for gross/fine movements, trust, and proprioception by supporting transformative assessment. We discuss barriers for technology acceptance and unintended consequences that should be considered when designing future technologies for ballet. CCS CONCEPTS• Human-centered computing → User studies.

Dance Transitions: What Forms of Technology Best Support Professional Dancers as They Learn New Movement Styles?

“…Here, we focus on dance learning and choreography tools that have been assessed by pre-professional and professional dancers. Though some choreographers have embraced technology in their creation practice, many choreographers [43] and teachers [48] remain wary of integrating tools into the studio. We thus finish with an overview of the tools available to support dancers outside of the studio, in their professional careers.…”