Abstract
This article investigates how digital technologies can be used to enhance the relational aspects of performer training. Saner and Robinson reflect on a practice as research project, Enactive Encounters, where they use poor technology and everyday objects to create participatory learning environments. The teacher–student relationship is challenged and transformed into playful interactions between participants through enactive encounters that aim to embody different aspects of specific training practices.
Reference
Saner, Göze, and Scott Robinson. 2019. “Designing Performer Training: Digital Encounters with Things and People.” Theatre, Dance and Performance Training 10 (2): 250–69. doi:10.1080/19443927.2019.1612463.