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22 JULY 2015

Pinscreen animation Mindscape by Jacques Drouin

"A particularly creative example of the pinscreen animation technique, this film is about an artist who steps inside his painting and wanders about in a landscape peopled with symbols that trigger unexpected associations. Film without words."

"Mindscape" by Jacques Drouin, 1976, 7mins 31s.

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1976animated short film • animation technique • black and whiteboundary-crossing • crossing over • dreamlike storytelling • grey • in the mind • Jacques Drouin • landscape painting • Le paysagiste (1976) • meta-painting • Mindscape (1976) • movable pins • National Film Board of Canadapaint our own surroundingspainted world • picture within a picture • pinscreen animation technique • reality and illusion • shades of grey • stepping out of the framesurrealistic • surrealistic imagery • symbolic meaning • textural effects • without dialogue • wordless

CONTRIBUTOR

Simon Perkins
17 JULY 2015

With Oui: dance performance using live audio and algorithmic flocking

"The narrative of the piece develops around human communication and mutually supportive relationships. A bright object in the middle of the stage acts as source of knowledge and connecting link between the dancers. This object contains inside a motion sensor (a Wiimote controller) and is used in specific moments by the dancers as a performative object to manipulate audio."

"With Oui" – May 2015 | B. Iden Payne Theater, UT Austin – Texas: Choreography: Billie Secular, Ladonna Matchett; Sound: Eli Fieldsteel; Live Visuals: Rodrigo Carvalho; Lighting Designer: Ya-Tai Chung; Dancers: Zach Khoo, Kelsey Oliver, Gianina Casale, Nick Kao, D’Lonte Lawson, and Sam O.

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2015 • artificial life programme • audio reactive • audiovisual dance performance • audiovisual performance • Billie Secular • Boids • code driven visuals • dance performance • DLonte Lawson • Eli Fieldsteel • flocking algorithmflocking behaviour • Gianina Casale • Kelsey Oliver • Ladonna Matchett • live audio input • motion sensor • movement performance • Nick Kao • performative object • Plethora library • Processing (software) • Rodrigo Carvalho • Sam O • Texas • VDMX • Wiimote controller • With Oui (2015) • Ya-Tai Chung • Zach Khoo

CONTRIBUTOR

Simon Perkins
17 JULY 2015

Came by Boat: Vietnamese refugee who calls Australia home

"The riveting story of fleeing war-torn Vietnam for the safety of Australia, winner of the Audience Award in the Australian Shorts section at the Human Rights Arts Film Festival."

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2015 • Alisa Woraprangkul • Asia Pacific • asylumAustraliaboat • boat people • Came by Boat (2015) • Carmen Holman • documentary filmhuman rights • Human Rights Arts Film Festival • immigration • Indochina • Malcolm Bloedel • Malcolm Fraser • Marleena Forward • Melbourne • Ning Xue • Peter Frost • refugee • refugee crisis • Shannon Owen • Steve Thomas • Tri Nguyen • Victorian College of the ArtsVietnamVietnam warVietnamese • Vietnamese boat people

CONTRIBUTOR

Simon Perkins
12 JULY 2015

Assessment Careers: enhancing learning pathways

"Assessment is often viewed as a series of one-off events. This means that learners do not always benefit from feedback, they lack a sense of progress and self-reliance is not encouraged. This project will reconceptualise assessment from the perspective of an assessment career and use this to transform our institution's assessment processes. Like a working career, an assessment career develops through a series of related events that join up to give a coherent and progressive pathway that is self-directed."

(Gwyneth Hughes, Research Portal, Institute of Education, University of London)

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CONTRIBUTOR

Simon Perkins
12 JULY 2015

Longitudinal and ipsative assessment

"Ipsative assessment and feedback (assessment and feedback based on comparison with previous performance) describes an approach to assessment that focuses on improvement against past performance rather than grading against set criteria. Commonly used in performance-related disciplines such as music or sport, ipsative assessment enables credit to be given for improvement regardless of achievement (Hughes, Okumoto and Crawford, 2010). Ipsative feedback in turn makes comments on how far the student has travelled from a previous level of performance, which is both more motivational for non-traditional learners and more likely to promote self-regulation in all students.

In a wide range of assessment scenarios, from professional practice (medicine for example) to distance learning, ipsative assessment and feedback could reduce the need for testing and retesting of skills. Instead of 'learning for the test', a process of continuous monitoring and self-regulation could make the acquisition of professional or vocational competences more authentic, rewarding and genuine, and enable tutors to devote more time and effort to mentoring."

(Marianne Sheppard and Ros Smith, http://jiscdesignstudio.pbworks.com)

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assessment for learning • assessment scenarios • assessment techniquescomparison with previous performancecontinuous monitoring • continuous personal development • diagnostic assessment • Gwyneth Hugheshow far the student has travelled • improvement against past performance • ipsative assessment • ipsative assessment and feedback • ipsative feedback • JISC Design Studio • Kaori Okumoto • knowledge and skills acquisition • learning and successlearning engagement • learning for the test • level of performance • Likert scale • longitudinal learning datamaking processmeasuring individual performancemeasuring instrument • Megan Crawford • motivational needs • non-traditional learners • performance-related disciplines • personal achievement • personal best • personal improvement • professional competences • professional practicequality of achievementrunning score • self-regulation • student achievementstudent performance • vocational competences

CONTRIBUTOR

Simon Perkins
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