by:
  Kathryn Farley and
  Katie Whitlock

  Introduction

Fig. 1. A Northwestern student participating in Multimedia Improvisation (fall quarter 2003). Photo: Kathryn Farley.

Case Study #1: Designing a Technology-Based Production Class at Northwestern (Kathryn’s Perspective)

I did not set out to use multimedia instruments in the classes I have instructed at Northwestern University to convey my inner "coolness" to students. In fact, I have always considered myself to be slightly technophobic, or at the very least mechanically-challenged. Rather, the impetus for experimenting with media in an educational capacity emerged, like most things, from personal experience. Specifically, I had observed the integral role technology played in the lives of my students: how they relied on digital instruments to facilitate communication, mediate interaction and generate fun. I hoped that by employing familiar computer-based tools and techniques in an educational setting I would be able to connect with and expand upon their everyday media behaviors. If my ego took a beating in the process of familiarizing myself with electronic objects and processes, so be it.

• Introduction
• Acknowledging the Need for a Partner
• Devising a Plan for Separation of Labor
• Assembling a Mobile Stage Apparatus
• Equipment and Software Selection
• Assessing Student Skills and Interests
• Student Ownership of Learning Tools
• Findings from the Class (Kathryn's Perspective)
• Case Study # 2
• The Ohio State University Project
• Rewiring Theatre: Interface and Terminology Trauma
• The Possibility of Figures
• The Next Phase
• The Creation of Working Models
• The Design Interface
• Problems with Integration and Assessment
• The Change of Attitude
• Findings from the Class
• The Growing Appeal of the Process
• Conclusions from the Two Case Studies
• The Systematic Integration of Media into Theatre-based Programs of Study
• Adjustments in Theatre Studies Curriculums
• Budgetary Issues
• Support Staff Needs
• Informational Resources
• Conclusion
• References
• print version