Pedagogy 2025

Abstract

The rise of generative AI necessitates an investigation into traditional pedagogical approaches in higher education. Furthermore, there are limits to the application of current generative AI tools in performing arts education. Simultaneously, there are ethical concerns about the use of generative AI in arts practices, such as ownership and originality. An exploratory workshop was taught in an undergraduate level Tap Dance technique course comprised of fifteen students and one faculty member at a university. The aims of the workshop were to 1) explore current AI tools in the context of dance composition, 2) encourage conversations about the advantages and disadvantages of AI tools in dance, and 3) ideate AI tools that are specific to the needs of performing artists. With guidance from the faculty member, students were exposed to a tap dance composition exercise using an AI-powered dance archival tool and an AI song generator. Pre-workshop reading assignments and a post-workshop group reflective discussion grounded the exploration in the course learning objectives. The workshop demonstrated an innovative and contemporary approach to teaching dance composition to undergraduate dance students. Themes from the reflective discussion revealed AI was beneficial for creative mental block, current AI tools can be limiting for dance composition, and dance students are conflicted about the ethics of using AI in art. Overall, this teaching approach highlighted the novel uses of AI in higher education among underrepresented fields of study and emphasized the untapped potential of utilizing AI in dance composition.