Generative Dance Research Articles

An essay on the dimensions of generative dance

ABSTRACT In this essay, we discuss the relevance of generative principles to map the concept of generative dance, in the sense of Complexus. Through a rhizome's structure, we reveal the intrinsic singular dynamics of generative dance. Therefore, we ask the reader to break away from predefined dance concepts and approach a dance created by generative principles. We idealise a generative dance, where the choreographer acts as a System Creator, determining how performers relate to each other. The performer, in turn, acts according to a compositional process based on the action of ‘Outrar-se’ [Becoming another], being together and flow. In a panoramic view, we move forward with assumptions that shape and interrelate the sharing of individual actions according to a collective perception. Furthermore, we explore the qualities that foster synergistic and structural equilibrium and discuss the physical practice of composing the collective ‘We’ through joint action and synergy, for participation in Togetherness.

Music-driven generative dance movement teaching game based on a multi-feature fusion strategy

The study aims to develop a music-driven dance teaching game that enhances players' dance learning. By utilizing a multi-feature fusion strategy, the game creates dance movements inspired by music. The model effectively combines music and dance features to generate various dance sequences. In performance tests, the research model successfully matches the tempo and intensity of the music with the generated dance. Overall, this approach improves players' dance movement learning ability. The teaching effectiveness of the research method is significantly superior, with an average value of 95.23 points in the teaching evaluation. In terms of running time, for simple dances, the average generation time is 10 s; for ordinary categories of dances, the average generation time is 15 s; for complex dances, the average generation time is 17 s. The fluency of the generated dances is 97.21 %. The study's findings confirm the effectiveness of the research method. The game's use of multi-feature fusion algorithms allows for adaptive adjustments in difficulty and complexity based on the player's learning situation and ability level. This provides a more diverse and immersive gaming experience, while also presenting innovative ideas for future game development and teaching design.

The generative dance of design inquiry: Exploring Dewey's pragmatism for design research

In design research, the activities of design and research coalesce. It introduces thorny epistemological challenges and Dewey's pattern of inquiry is explored for its relevance for design research. First, a logical framework for design inquiry is developed that enables to reach warranted conclusions, retrospectively. Second, a temporal framework of activities is inferred, based on the experiences of two PhD candidates. These frameworks offer guidance to (1) develop transferable knowledge; (2) by oscillating between known theories and uncharted practices until new ideas arise; whereby (3) the value of these ideas is validated through experiments (action validity); and (4) with a community of inquiry (consensual validity). The knowledge produced stems from practice, is tested in practice and serves others in future inquiries. • Dewey's pattern of inquiry is explored for its relevance for design research. • A logical framework is developed that allows to reach justified transferable conclusions, but only retrospectively. • A temporal framework of activities is developed, describing an iterative process of sensemaking, designing and experimenting. • Design inquiry is radically practice-led and bridges the practice-theory divide.

Generative Dance as a Self-Organizing Dynamic System: A Study on Choreographic Emergence and the Phenomenon of Togetherness

In this transformative exploratory study, we propose to contribute to the defini- tion of the concept of Generative Dance based on the theory of self-organized dynamic systems, in order to: 1) Describe the concepts of Emergent Chore- ography and Generative Dance (by approximation to the Generative Art con- cept); 2) Computationally model generative dance and study the emergence of spatio-temporal patterns - using Agent-based model theory and genetic al- gorithms; 3) Explore collective improvisation, following the cycle Practice-led Research and Research-led Practice (Smith and Dean 2009), integrating the relationship principles observed in the emergent modeling behavior; 4) Know the subjective experience of space-time sharing - togetherness phenomenon - experienced in generative dance.

A Participation Architecture to Support User Peripheral Participation in a Hybrid FOSS Community

Participation by product users is critical to success in free, open-source software (FOSS) software communities as they originate and develop valuable ideas for product innovation that are unlikely to originate from the core software development community. Users tend to be involved at the periphery of FOSS communities, suggesting new product ideas, highlighting problems with user documentation, or explaining when the product design fails to fit with the needs of their local user application domain. As an increasing number of FOSS projects employ a hybrid participation model that combines volunteer effort with paid software development effort or product support, it can be difficult for non-developer users to participate in product innovation. In colocated organizations, it is theorized that peripheral participants learn how to engage with the practices and cultural identity of a community through a sociocultural apprenticeship known as legitimate peripheral participation. But we have little literature that explores how legitimate peripheral participation is enabled in online communities. The research study presented in this article explores how participation by peripheral users in a hybrid FOSS project is afforded by participation architecture channels and community mechanisms that mediate two forms of engagement: a “cognitive apprenticeship” that introduces participants to situated domain activity, such as the community processes involved in product innovation, and a “social apprenticeship” by which participants become enculturated in the system of meanings, values, norms, and behaviors that govern community/participant identity. We identified five stages of community innovation, analyzing sociotechnical affordances of the online participation architecture that enable peripheral participants to internalize the meanings of community practice and to develop a social identity within the FOSS community. Our contribution to theory is provided by the substantive explanation of the cognitive and social translations that enable legitimate peripheral participation in online communities, mediated by sociotechnical access channels and mechanisms that afford two contrasting forms of opportunities for action: those resulting from interactions between a goal-oriented actor and the technology platform features or channels of participation, and those associated with the social structures, roles, and relationships underpinning community interactions. Neither of these is sufficient without the other. Our contribution to practice is provided by an explanation of how four distinct categories of affordance provide these cognitive and social apprenticeship benefits, allowing participation architecture designers to cater to all forms of peripheral user participation. We conclude that the technical affordances of a typical FOSS community participation architecture are insufficient to mediate peripheral participation by nontechnical users. Meaningful participation is mediated by interactions between boundary spanners who play knowledge-brokering and organizational bridging roles. The combination of technical and social affordances enables peripheral participants to acquire an interior view of community practices and social culture and in turn to introduce new ideas, new values, and new rationales to produce a generative dance of innovation that percolates through the community.

Improving Teaching and Teachers

Working on teaching as a collective practice—understanding it, specifying it, and improving it—is crucially important and too often ignored. But setting up a choice between improving teaching and improving teachers is problematic for several reasons. To begin with, it seems that the very methods Hiebert and Morris outline for improving teaching necessarily imply the simultaneous improvement of teachers. Improvement as they describe it suggests a “generative dance” between the organizational knowledge embedded in artifacts and the individuals who learn how to use and continuously improve those artifacts. Looking at teaching through the lens of practice theory has two important consequences: it challenges the dichotomy between individual and collective learning, and it focuses attention on the systematization of resources in the organizational setting as an important component of competence building.

Let’s dance: Organization studies, medical sociology and health policy

This Special Issue of Social Science & Medicine investigates the potential for positive inter-disciplinary interaction, a ‘generative dance’, between organization studies (OS), and two of the journal’s traditional disciplinary foundations: health policy and medical sociology. This is both necessary and timely because of the extent to which organizations have become a neglected topic within medical sociology and health policy analysis. We argue there is need for further and more sustained theoretical and conceptual synergy between OS, medical sociology and health policy, which provides, on the one-hand a cutting-edge and thought-provoking basis for the analysis of contemporary health reforms, and on the other hand, enables the development and elaboration of theory. We emphasize that sociologists and policy analysts in healthcare have been leading contributors to our understanding of organizations in modern society, that OS enhances our understanding of medical settings, and that organizations remain one of the most influential actors of our time. As a starting point to discussion, we outline the genealogy of OS and its application to healthcare settings. We then consider how medical sociology and health policy converge or diverge with the concerns of OS in the study of healthcare settings. Following this, we focus upon the material environment, specifically the position of business schools, which frames the generative dance between OS, medical sociology and health policy. This sets the context for introducing the thirteen articles that constitute the Special Issue of Social Science & Medicine.

Induction – organizational renewal and the maintenance of status quo

PurposeInduction is the process of newcomers entering and becoming part of an organization. In one sense newcomers represent an opportunity for organizations to learn and change, but in another sense newcomers are instigated into an existing institutional order. The purpose of this paper is to explore how induction of newcomers can be understood as both organizational renewal and the maintenance of status quo, and to develop ways of describing this in terms of learning.Design/methodology/approachThe paper is designed as a qualitative study of induction practices in two branches of a Danish retail bank and a Danish management consulting company. The data are based on 30 semi‐structured interviews and on some observations in the case companies. The data have subsequently been analyzed phenomenologically and thematically in light of a pragmatist understanding of learning.FindingsThe paper provides two main findings. The duality of induction, in terms of organizational renewal and the maintenance of status quo can be conceptualized and meaningfully discussed through the metaphors of organizational rhythm and generative dance. And if this ambiguous dimension of induction is recognized, organizational idiosyncrasies, ways of doing and taken‐for‐granted aspects can be thrown up for discussion and thus potentially change or stabilize organizational practice based on persons and institutional order.Research limitations/implicationsThe paper adds to the growing academic debate of the complex nature of practice in general, and induction in particular. In addition, the paper has implications for practitioners involved in induction, as the paper highlights the need to rethink induction as both an opportunity to create organizational renewal and a way of maintaining status quo.Originality/valueSeeing the duality of induction and exploring it through the metaphors of organizational rhythm and generative dancing is original and potentially enriching for researchers and practitioners.

Repairing Health Care: Building Relationships through Groups

Our health care system is broken . . . or is it? "We must fix our health care system this year" is the message from the new administration. Our protocols and methods for providing care are based mostly on tradition rather than evidence. Costs are spiraling out of control; outcomes (at least for maternal- child health) are worse than comparable categories in other developed countries; and our population's general dissatisfaction with health care seems evident. It is hard to find anyone who would not say that the system is badly in need of repair and perhaps a total makeover. FROM EXAM ROOMS TO GROUPS The rapidly growing body of information and technology involved in even routine care means that from every direction there is a need for more patient education. Yet, in the name of productivity and cost containment, office visits are becoming briefer-a system that tries to do more in less time. An episode of I Love Lucy provides a humorous analogy to our health care system. In this episode, Lucy and Ethel get jobs wrapping individual pieces of candy in a candy factory. At first it's all smiles and fun, but then the conveyer belt starts to accelerate. They can't keep up and Lucy starts eating the candy. She soon winds up with a full mouth, full hands, and candy piling up, and she runs out of options. That is the picture of our health care system in many settings. How did we come to accept patient care as an assembly line? For most primary care, individual patients' needs are very similar; perhaps standardization seemed like a good idea. Take prenatal care. Each woman is weighed, has vital signs taken, and is asked, "Is everything the same? Is anything diff erent?" She is put into a room to take off her clothes; then she waits . . . and waits. In comes a busy provider who mostly looks at the chart. "Lie down and let me listen to the baby-sounds good, sounds like a boy, ha-ha." "Looks like everything is going well. Remember, you are only eating for two; your weight gain is a little high. Just watch the extra helpings and skip the sodas. The nurse will give you an ultrasound appointment. I'll see you in 2 weeks." Hand on the door, now looking at the woman, "Do you have any questions?" Two seconds later, "Okay then, take care." The chart joins a growing pile to get back to at the end of the day, or maybe tomorrow. Too bad the provider can't eat them to make the pile smaller, because she missed lunch, too. On the way to her car, the patient remembers that she wanted to ask about having a doula for labor and had some questions about breastfeeding. Oh well, she will ask next time. The same scene is repeated all day, all week, all year. The provider thinks about her next day off , or retirement, and wonders what really got done that day. The patient wonders how the little she got could take 2 hours. When I think of all those wave functions filling space, rich in potentials, accumulating more and more possibilities as they fan out, I wonder why we limit ourselves so quickly to one idea or one structure or one perception, or to the idea that "truth" exists in objective form. Why would we stay locked in our belief that there is one right way to do something, or one correct interpretation to a situation when the universe demands diversity and thrives on a plurality of meaning? Why would we avoid participation and worry only about its risks, when we need more and more eyes to be wise. Why would we resist the powerful visions and futures that emerge when we come together to co-create the world? Why would we ever choose rigidity or predictability when we have been invited to be part of the generative dance of life? ( Wheatley, 2006, p. 73) RELATIONSHIP BUILDING Relationships are the basis of our society. "While we humans observe and count separate selves, and pay a great deal of attention to the diff erences that seem to divide us, in fact we survive only as we learn how to participate in a web of relationships" ( Wheatley, 2006. …

Practicing induction: a generative dance between newcomers and organizations

Research on induction of newcomers is primarily focused on individual processes, such as acquisition of knowledge and socialization in order to create a smooth and frictionless entry period. The interest of our research, however, is the processes that happen on the organizational level. We claim that induction potentially triggers both individual and organizational learning and by drawing on practice-based theory we discuss how the interplay between individual and the organization, what we call a generative dance, ignites both kinds of learning. We focus on and describe the interplay that takes place in particular induction events and analyze the “dance” through the lens of learning. The article concludes with a brief discussion about the implications for practitioners and the challenges and future research prospects we have encountered. We draw on an empirical enquiry in two organizational settings, a Danish management consulting company and a German retail bank.

Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing

- Much current work on organizational knowledge, intellectual capital, knowledge-creating organizations, knowledge work, and the like rests on a single, traditional understanding of the nature of knowledge. We call this understanding the epistemology of possession. since it treats knowledge as something people possess. Yet, this epistemology cannot account for the knowing found in individual and group practice. Knowing as action calls for an epistemology of practice, Moreover, the epistemology of possession tends to privilege explicit over tacit knowledge, and knowledge possessed by individuals over that possessed by groups. Current work on organizations is limited by this privileging and by the scant attention given to knowing in its own right. Organizations are better understood if explicit, tacit, individual and group knowledge are treated as four distinct and coequal forms of knowledge (each doing work the others cannot), and if knowledge and knowing are seen as mutually enabling (not competing). We hold that knowledge Is a tool of knowing, that knowing is an aspect of our interaction with the social and physical world, and that the interplay of knowledge and knowing can generate new knowledge and new ways of knowing. We believe this generative dance between knowledge and knowing is a powerful source of organizational innovation. Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing. Ultimately, these concepts make possible a more robust framing of such epistemologically-centered concerns as core competencies, the management of intellectual capital, etc. We explore these views through three brief case studies drawn from recent research.

Generative Techniques in Hypermedia Performance

Generative techniques have become extremely popular in electronic art forms, yet the definition of the word ‘generative’ is elusive, especially when multiple art forms are involved. This article explores several generative multimedia performances and installations in an attempt to find and describe what links these coded art works. Although the works discussed are multimedia, in most instances only one element of a work is generative. The article is divided into three major sections, based on which medium uses generative techniques: music; visual art; and dance. The authors conclude by examining four works of their performing arts company Kinesthetech Sense: Nightingale Floor with generative audio; Six Hands Around, a generative video installation; Flesh Light Movement, which incorporates generative dance performance; and their most recent work, Ah(void), which uses generative choreography.

'Generative dance' between tacit knowledge, expertise and organisational frameworks

In this paper, we argue that it is critical for both strategy and entrepreneurship scholars to understand the competing choices that knowledge-holders face for deploying their knowledge and ultimately creating and appropriating value within: (1) established organisational structures, (2) new ventures or (3) market exchange. We explore the value creation options from individuals' tacit knowledge and expertise within a dynamic context, arguing that primarily through the 'generative dance' between tacit knowledge, expertise and combinatory assets of organisational frameworks will the knowledge-based value creation unfold over time. The level of configurations of knowledge-based assets and other organisational combinatory assets will impact the distribution of gains and the share the knowledge-holder will extract from generated economic rents. We shift the focus to the source of the value (i.e. the knowledge-holder) and pose the question: 'Who benefits most from the value generated from tacit knowledge and expertise?'

Coping with the Concept of Knowledge

It seems obvious that management activity, especially in the traditional understanding of the concept, has to rely on a clear concept of its `target' or the `object' that is to be planned, organized, led and controlled. Nevertheless, this does not apply to the management of knowledge — or should I say to the management of knowing; or rather to the management of the generative dance between those two concepts? Knowledge, knowing and their interplay, have been dealt with quite differently throughout history and in different cultures. Does it make sense to dive into the `philosophical morass' behind attempts to clarify a concept of knowledge that so easily escapes our definitional grip? Or should we live with a fuzzy notion in knowledge management? The latter is supported by the article. However it juxtaposes `enlightened' fuzziness, inspiring creative search to dogmatic certainty and exclusion, which increase the danger to sink intellectual and financial capital into dead ends.

ENTREPRENEURSHIP Conference Paper Abstracts.

Academy of Management Annual Meeting Proceedings includes abstracts of all papers and symposia presented at the annual conference, plus 6-page abridged versions of the “Best Papers” accepted for inclusion in the program (approximately 10%). Papers published in the Proceedings are abridged because presenting papers at their full length could preclude subsequent journal publication. Please contact the author(s) directly for the full papers. ArticlesENTREPRENEURSHIP Conference Paper Abstracts.Published Online:30 Nov 2017https://doi.org/10.5465/ambpp.2007.26536358AboutSectionsPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail AbstractThe article presents abstracts concerning issues related to entrepreneurship. They include ""Generative Dance" Between Tacit Knowledge, Expertise and Organizational Frameworks," "A Behavioral Agency View of Pay Incentives and Risk-Taking Actions by the Upper Echelons of Spinoffs," and "A Conceptual and Theoretic Examination of Social Entrepreneurial Discovery."FiguresReferencesRelatedDetails Vol. 2007, No. 1 Permissions Metrics in the past 12 months History Published online 30 November 2017 Published in print 1 August 2007 InformationCopyright of Academy of Management Journal is the property of Academy of Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use.KeywordsABSTRACTSENTREPRENEURSHIP -- AbstractsBUSINESS enterprises -- AbstractsNEW business enterprisesTACIT knowledgeORGANIZATIONAL structureDownload PDF

Shall we dance? A design epistemology for organizational learning and performance

Management experts claim that organizational learning, knowledge management, intellectual capital, and related concepts are more important to today's organizations than traditional assets such as natural resources and skilled labor. Management thus enters domains more typically studied by those in training, education, and human performance technology, and fundamental questions asked by philosophers are now asked by CEOs; for example, What is knowledge? and How do people learn? Cook and Brown (1999) responded with an attractive metaphor. They claimed that a “generative dance” of knowledge and knowing results in new knowledge and new knowing. However, they portrayed this dance as if it happens automatically. In this article, it is argued that human intentions play a major role, and that when intentions are added, the dance is accurately described as designing. Design, then, provides alternative answers to the fundamental questions about knowledge and learning, as well as different competencies for professional practice and different directions for enhancing organizational success. An attempt at such answers, competencies, and directions is made by linking literatures on learning and performance with design and by articulating what is essentially a design epistemology.

CAPTURING KNOWLEDGE AND KNOWING: WHAT MANAGERS CAN LEARN FROM THE THORACIC SURGERY BOARD CERTIFICATION PROCESS.

Management scholars and professionals continue to struggle with effective processes for measuring highly specialized knowledge. This challenge is becoming more critical as firms attempt to develop and extend core competencies, pursue growth strategies through mergers and acquisitions, and develop technological competencies. Particularly in professional service firms and high-tech firms, knowledge residing in human capital is complex, critical to achieving competitive advantage, and difficult to measure and manage. Based on recent conceptualizations of knowledge and knowing as action, we explore how knowledge is assessed and measured in a discipline that has a long and rich history of measuring complex, specialized knowledge: the medical specialty of thoracic surgery. Our in-depth exploration of the three-pronged approach of the thoracic surgery board certification process reveals important insights into assessing and developing knowledge in organizations. Four key lessons were learned. First, a systematic, institutionalized process of knowledge assessment conducted by an upper echelons team is important to determine the knowledge to be measured, and to diffuse critical knowledge. Second, foundational knowledge must be defined and measured prior to individual or group efforts to obtain or create specialized knowledge within an organization. Third, in attempting to measure knowledge in organizations, multiple measurement tools must be employed to tap into four types of knowledge (individual/explicit; individual/tacit; group/explicit; group/tacit). Finally, an organization must create a generative dance of knowledge and knowing as action to generate new levels of knowledge.

Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing

Much current work on organizational knowledge, intellectual capital, knowledge-creating organizations, knowledge work, and the like rests on a single, traditional understanding of the nature of knowledge. We call this understanding the “epistemology of possession,” since it treats knowledge as something people possess. Yet, this epistemology cannot account for the knowing found in individual and group practice. Knowing as action calls for an “epistemology of practice.” Moreover, the epistemology of possession tends to privilege explicit over tacit knowledge, and knowledge possessed by individuals over that possessed by groups. Current work on organizations is limited by this privileging and by the scant attention given to knowing in its own right. Organizations are better understood if explicit, tacit, individual and group knowledge are treated as four distinct and coequal forms of knowledge (each doing work the others cannot), and if knowledge and knowing are seen as mutually enabling (not competing). We hold that knowledge is a tool of knowing, that knowing is an aspect of our interaction with the social and physical world, and that the interplay of knowledge and knowing can generate new knowledge and new ways of knowing. We believe this generative dance between knowledge and knowing is a powerful source of organizational innovation. Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing. Ultimately, these concepts make possible a more robust framing of such epistemologically-centered concerns as core competencies, the management of intellectual capital, etc. We explore these views through three brief case studies drawn from recent research.