This document summarizes a long distance dance lesson between students in Golden Valley, Minnesota and Austin, Minnesota using video conferencing technology. The lesson involved teaching dance vocabulary and techniques, demonstrating dances, students practicing dances with feedback, and post-lesson student reflections. It credits the Performance Lab for pioneering these interactive arts learning models and technologies. It concludes by reflecting on the possibilities and limitations of using these tools and methods for long distance arts education.

1. Long Distance Learning in and through the Arts: A Case Story from Austin, Minnesota

2. “ it starts before it starts”

3. Windows and Mirrors

4. Windows and Mirrors “ All students deserve a curriculum that mirrors their own experience back to them, upon occasion—thus validating it in the public world of the school. But the curriculum must also insist upon the fresh air of windows into the experience of others...” —Emily Style in the Oak Knoll School monograph Listening for All Voices , Summit, NJ, 1988 © Emily Style

5. Technical set-up

6. Mobility The videographer moves around, sometimes zooming in on the dancer’s body to make the movement more visible to the students.

7. Class begins In Golden Valley …and 125 miles away in Austin

8. Video Clip: Practicing dance etiquette and vocabulary

10. Video Clip: Teaching Artist demonstrating Sowu Dance

11. Reflective Exchange about Sowu Dance

12. Video Clip: Students rehearsing with music

13. Reflecting after the lesson

14. Next day… student reflection led by teachers

15. Assembling and organizing learning objects

18. Thank you

19. Reflective tools, video conferencing, online resources What are the possibilities? What are the limitations?