Robotics for Dancers: S1 Charlie Test Scenario B

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Thesis: An Exploration Into Digital Technology and Applications for the Advancement of Dance Education

Carl Sanders
Teaching Dance with Technology
Robotics for Dancers

DJI RoboMaster S1 aka “Charlie”

Charlie’s technology was tested through a series of three dance educational scenarios that involved a) virtual class instructing, b) in studio student experimentation, and c) on-site choreography, to explore multiple methods of merging student-centered learning with the use of technology.  

Student Experimentation - this scenario involved 2 university dance students in a dance studio. The goal of this research was to discover how Charlie could be incorporated into the learning practices of dancers and how perceptive they are to the experience. The 2 dances were not among the 25 tap dancers described in the above scenario. Once again, I began with a brief overview of how the robot was engineered and its functions, then proceeded to give a live demonstration as both the performer and operator. Then, one at a time, I synced them to the system's person targeting mode and had them develop a personal connection and relationship with Charlie through their interaction, movement, and imagination. Soon after and without being prompted to do so, the students enthusiastically assumed their desired roles and started exploring. The first technique I had the operator try was Charlie’s solo mode, which gave the dancer full control of the wheels and gimbal motions.The performer, who chose to move in the style of tap, was asked to dance freely around the studio without focusing on the robot but still remaining aware of its presents so as not to damage the equipment.

As the trio became comfortable with one another's movement, I proceeded to instruct the dancer operator to use Charlie’s intercom system to verbally direct the performers movement, allowing for long distance communication without yelling. The dancer was then asked to start towards the far end studio and move according to the directions of the operator. Finally, I had the operator program a customized movement action of the robot by using the drag and drop, block coding software of Scratch and Python. The performer was asked to choreograph movement that would complement the camera action. This involved the two dancers collaborating to create a digitally designed moment. Afterwards, the operator and performer roles were reversed and the exploration was repeated, note that performer 2 selected contemporary Irish jig movement as their style of dance expression.

During this process, vaccinations for Covid-19 were being administered around the world, and social restrictions were lessening. I began to question how universities transition back to in person dance classes and how I would continue to engage dancers in maintaining their dance training alongside their use of technology

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