# data[].attributes.body
Chalk (2014) with Matthew Gough and Tim Halliday

# data[].attributes.body
Fall and Swell (2014)

# data[].attributes.body
Epitaxy 1 [scratch] (2015)

# data[].attributes.body
Atropos (2015)

# data[].attributes.body
Organisation: Instigating, Creating and Responding Roundtable, University of Northampton, 8th November 2014

# data[].attributes.body
Proposal Reviewing:  Performance Studies International 18 Conference, University of Leeds, 27th June-1st July 2012

# data[].attributes.body
Panel Chairing: Beswick, K; Rivas Perez, M; Al-Tabbaa, O Relationships Showcase: The first annual University of Leeds postgraduate researcher conference, University of Leeds, 14th December 2010

# data[].attributes.body
Preece KL Hammers and Blind Man’s Stick: Re-examining the Digital Double Dance Research Symposium University of Northampton, 15th October 2014

# data[].attributes.body
Preece KL Choreography and Pedagogy - A Provocation Instigating, Creating and Responding Roundtable University of Northampton, 8th November 2014

# data[].attributes.body
Preece KL Embedding Digital Documentation in Creative and Pedagogical Processes Digital Echoes ICE, Coventry University, 13th February 2015

# data[].attributes.body
URB@N The Undergraduate Research Student Bursary at Northampton scheme promotes and funds staff-student research collaborations. I am working with second year BA (Hons) Dance student Rachel Nagy to explore the ways in which blogging can be used to develop students writing skills, and support the transitions from Further Education to Higher Education. Funding amount: £500

# data[].attributes.body
DECO: Developing Choreographic Practice Online This project will develop an Open Educational Resource for dance students and enthusiasts who wish to identify, articulate and develop their own choreographic practice. As the project lead, I will do this by using my own developing choreographic practice as a ‘case study’, documenting and reflecting on time spent in the studio choreographing. The OER will be created on tumblr to investigate how ‘tagging’ can be used to catalogue, arrange and rearrange materials to create an interactive, non-linear OER. It is funded by the Institute of Learning and Teaching in Higher Education at the University of Northampton from October 2014-July 2015. Funding amount: £6708

# data[].attributes.body
Preece KL (2013) ‘On the Value of CandoCo’s Teacher Training Intensive’ Candoco Dance Company [online] Available at:

# data[].attributes.body
Preece KL (2015) ‘Me and My Shadow (2012)’ Body Space Technology vol. 12 no. 2 [online] Available at:

# data[].attributes.body
Holt, D; Childs, C; Pickard, A; Preece, KL; Reed, S (2015) Identifying Dance in UK Higher Education World Dance Alliance Global Summit 2014: Contemporising the Past, Envisaging the Future Conference Proceedings (Accepted)

# data[].attributes.body
Preece KL (2015) Social Media Platforms as Educational Interfaces - The Way Forward for Blended Learning Enhancing the Learner Experience in Higher Education (Accepted)

# data[].attributes.attachment_link.keywords[]
learners; higher education; universities; teaching; student experience

# data[].attributes.attachment_link.title
Enhancing the Learner Experience in Higher Education

# data[].attributes.attachment_link.description
Publishes research exploring the student experience in Higher Education and how it can be enhanced.

# data[].attributes.headline
External Appointments: Associate Choreographer Playgrounds Dance Company (2014-2015)

# data[].attributes.subject
External Appointments: Associate Choreographer Playgrounds Dance Company (2014-2015)

# data[].attributes.body
In October 2014 I was appointed as Associate Choreographer of Playgrounds Dance Company, based at the University of Northampton.

# data[].attributes.headline
External Appointments: World Dance Alliance (2014-present)

# data[].attributes.subject
External Appointments: World Dance Alliance (2014-present)

# data[].attributes.body
In July 2014 I was invited to be a reviewer for the World Dance Alliance Global Summit 2014 conference proceedings.

# data[].attributes.attachment_link.description
WDA also has partnerships with other international organisations such as WAAE (World Alliance for ArtsEducation), International Dance Committee of International Theater Institute ITI /UNESCO (ITI) UNESCO (United Nations Educational, Scientific and Cultural Organization), and daCi (Dance and the Child International).

# data[].attributes.headline
External Appointments: Journal of emerging dance scholarship (2014-present)

# data[].attributes.subject
External Appointments: Journal of emerging dance scholarship (2014-present)

# data[].attributes.body
In July 2014 I was invited to be a reviewer for the Journal of Emerging Dance Scholarship (JEDS), to represent the UK and to be a lead reviewer for practice-led research submissions.

# data[].attributes.attachment_link.title
Journal of Emerging Dance Scholarship | World Dance Alliance

# data[].attributes.attachment_link.description
The World Dance Alliance copyrights each issue of the journal as a collective work; individual authors retain rights to their individual works. The only requirement for submission to JEDS is proof of the author's current membership in the chosen region of the World Dance Alliance.

# data[].attributes.headline
External Appointments: Fellow of the Higher Education Academy (2010-present)

# data[].attributes.subject
External Appointments: Fellow of the Higher Education Academy (2010-present)

# data[].attributes.body
Upon completion of the University of Leeds Teaching Award level 2, I was made a Fellow of the higher Education Academy in recognition of my reflective practice in teaching and innovations in blended learning.

# data[].attributes.attachment_link.title
Higher Education Academy Fellowshipsupporting individual professional development | Higher Education Academy

# data[].attributes.attachment_link.description
These four categories reflect the wide range of professional practice carried out by individuals who teach and/or support learning in higher education; from those who have a partial role in teaching/supporting learning through to senior professionals with strategic impact on teaching and learning in an organisational, national and/or international setting.

# data[].attributes.headline
Experience: Researcher Development Programme Manager (PGRs), University of Exeter Doctoral College - 2015-Present

# data[].attributes.subject
Experience: Researcher Development Programme Manager (PGRs), University of Exeter Doctoral College - 2015-Present

# data[].attributes.body
At the University of Exeter I am responsible for the scoping, development and co-ordination of skills training for postgraduate research students. I deliver the following sessions on the programme: Efficient Reading and Developing Your Literature Review, Presentation Skills: Learn the Basics, Presentation Skills: Putting it in to Practice, Publishing Your Research in Journals (HASS), Using Social Media to Promote Your Research, Plan and Write Your Thesis (HASS), Making the Most of the Relationship With Your Supervisor, Maintaining Momentum and Focus for Part-time Researchers and Preparing for Your Viva. As part of my role I contribute to PGR training offered by the GW4 Universities - Bath, Bristol, Cardiff and Exeter, and co-ordinate and administer a number of internal funding awards and competitions including: Researcher-Led Initiatives, Postgraduate Research Showcase and 3 Minute Thesis.

# data[].attributes.attachment_link.title
Researcher development | Doctoral College | University of Exeter

# data[].attributes.attachment_link.description
If you are a Postgraduate Research Student (PGR) or 'Early Career' Research (ECR) staff member at the University of Exeter, our Researcher Development programmes, funded initiatives, interdisciplinary events, resources and career support provide opportunities to enhance your research and employability, to meet others and become part of our vibrant research community.

# data[].attributes.body
Childs, C; Holt, D; Pickard, A; Preece, KL; Reed, S Identifying Dance in UK Higher Education World Dance Alliance Global Summit 2014: Contemporising the Past, Envisaging the Future Centre National De Danse Contemporaine, Angers, 6th-11th July 2014

# data[].attributes.body
Preece KL Bringing History to Life: Pedagogical Approaches to Dance History in Higher Education World Dance Alliance Global Summit 2014: Contemporising the Past, Envisaging the Future Centre National De Danse Contemporaine, Angers, 6th-11th July 2014

# data[].attributes.body
Dr. Rachel Torr, Head of Researcher Development, University of Exeter Doctoral College, Room 8, Old Library, Prince of Wales Road , Exeter. EX4 4SB. Email: R.Torr@exeter.ac.uk

Dr. Fiona Bannon, Senior Lecturer in Dance, School of Performance and Cultural Industries, University of Leeds, Leeds. LS2 9JT. Telephone: 0113 343 8729 Email: f.bannon@leeds.ac.uk

# data[].attributes.body
And Now For Something Completely Different (2014)

# data[].attributes.body
Preece KL ‘Social Media platforms as educational interfaces’, Student Education Conference 3: Engaging Leeds University of Leeds, 10th January 2014

# data[].attributes.body
Preece KL ‘Blended Learning Symposium: Social Media’, Student Education Conference 3: Engaging Leeds University of Leeds, 10th January 2014

# data[].attributes.body
Preece, KL ‘Digital Dates: Using social media platforms in learning and teaching’, Invited Seminar for Digital Dates Seminar Series, University of Leeds, 13th January 2014

# data[].attributes.headline
Experience: Lecturer in Dance, School of the Arts, University of Northampton; Northampton 2013-2015

# data[].attributes.subject
Experience: Lecturer in Dance, School of the Arts, University of Northampton; Northampton 2013-2015

# data[].attributes.body
Teaching: As a 0.8 Lecturer I taught on the BA (Hons) Dance degree, including modules on choreography, improvisation, screendance, professional contexts and practice-based research across levels four, five and six. My teaching wass primarily studio and tutorial based, with some lecture/seminar teaching on professional contexts modules. This included collaborative teaching on the level four module Foundations in Screendance with my colleague Tim Halliday. I also worked as a choreographer, making works on and for the students to perform at a variety of in house and professional showcases, as part of modular curricula and extracurricular activities.

Administration: My administrative responsibilities included my role as first year tutor for the BA (Hons) Dance, leadership, management and review of four undergraduate modules, and management of the course website www.danceuon.org.uk. I led curriculum development of choreography and screendance modules at levels four and five, and was invited by the Dean of the Schools of the Arts to write a Masters level practice-based research module to be delivered across the School’s Masters provision.

Research: I played an active role in the research culture of the School of the Arts by organising research events as well as continuing my digital dance and pedagogical research through funded research projects, conference presentations and publication, details of which are provided below.

# data[].attributes.attachment_link.title
Performing Arts | The University of Northampton

# data[].attributes.attachment_link.description
Performing Arts | The University of Northampton

# data[].attributes.body
Wastelands Exhibition (2012) with Elizabeth Chadwick

# data[].attributes.attachment_link.description
Waste-lands exhibition MA show for Contemporary Arts and Graphic Design students at Leeds Metropolitan University. Read more

# data[].attributes.body
Virtue/Horizon Exhibition (2012) with Elizabeth Chadwick

# data[].attributes.attachment_link.description
If life is only documented by narrative and cannot be shown, then how can such documentation be shown in an art-space without perverting its nature? The installation however, is an art form in which not only the images, texts, or other elements of which it is composed but also the space itself plays a decisive...

# data[].attributes.body
The Blackboard Dances (2010) with Architects of the Invisible

# data[].attributes.attachment_link.description
During my time in the School of PCI I have participated in a HEIF project led by Dr Fiona Bannon - 'DownTownDance' - as a founding member of the performance collective Architects of the Invisible exploring experimental choreography and social interaction. Members of the collective co-authored a journal article on our first public performance The...

# data[].attributes.body
In July 2013, I was co-opted onto the board of Dance in Higher Education (formerly the Sanding Conference on Dance in Higher Education). My role on the board is to develop and maintain the DanceHE website and web presence. I also run the DanceHE Early Careers Network, which I co-founded with Rachel Farrer to support and represent early career academics in dance.

# data[].attributes.attachment_link.readable_text
Welcome to Dance HE We invite you to join our debates and support dance as a discipline within the UK University sector.
With an increasingly diverse range of programmes and significant body of research, dance is a well respected discipline in the Academy. This growth is experienced at a time of increasing economic pressures and shifting government policy factors that together put dance, at risk. The academic dance community can benefit by sharing more discussion and debate about our common interest in developing dance knowledge and articulating the important role that dance plays in culture and society.

DanceHE, represents the interests of its HEI members to organisations such as the funding councils, HEFCE and HEA in areas concerning funding, policy and processes. Acting as a mediating body DanceHE facilitates collaboration and debate across institutions - drawing together teachers, practitioners and researchers to share information and best practice. We also operate this site through which members can share information and promote events through an email list and this website.

Find out how you can join us and become an advocate for Dance in Higher Education.
Dr Fiona Bannon
Chair of DanceHE

# data[].attributes.attachment_link.description
Welcome to Dance HE We invite you to join our debates and support dance as a discipline within the UK University sector. With an increasingly diverse range of programmes and significant body of research, dance is a well respected discipline in the Academy. This growth is experienced at a time of increasing economic pressures...

# data[].attributes.headline
Training and Development: Liz Aggiss Mistressclass: ‘Writing for the Moving Body’, Yorkshire Dance, Leeds, 8th June 2013

# data[].attributes.subject
Training and Development: Liz Aggiss Mistressclass: ‘Writing for the Moving Body’, Yorkshire Dance, Leeds, 8th June 2013

# data[].attributes.headline
Education: University of Leeds — Postgraduate Certificate in Leaning and Teaching in Higher Education, with Merit, 2014

# data[].attributes.subject
Education: University of Leeds — Postgraduate Certificate in Leaning and Teaching in Higher Education, with Merit, 2014

# data[].attributes.body
I maintain my own website and blog with information about my teaching, research and performance practice.

# data[].attributes.body
During my time in the School of PCI I have participated in a HEIF project led by Dr Fiona Bannon – ‘DownTownDance’ – as a founding member of the performance collective Architects of the Invisible exploring experimental choreography and social interaction. Members of the collective co-authored a journal article on our first public performance The Blackboard Dances(2010) in <proximity> contact improvisation, new dance, movement improvisation. A a storify of the web presence of the Architects can be found here.

# data[].attributes.body
I have a variety of skills relevant to academic and customer service contexts. In my Higher Education teaching, I teach as an individual and also as a part of a team. I have experience teaching in a variety of formats, including lecture, seminar and practical workshops. I have particularly skills in the teaching of Contemporary dance technique and choreography, and working with integrated groups of disabled and non-disabled performers. My teaching is underpinned by somatic approaches to dance, particularly in incorporating aspects of Mindfulness meditation in technique and choreography classes. I am competent in a range of technologies including Microsoft and Macintosh software packages. As well as the standard IT related skills, I am also competent in video and sound editing (using packages such as iMovie and Audactiy), and web authoring (using open source web software WordPress). In customer service, I have a variety of interpersonal skills in client relationship management, and supplier chain management. I am used to managing other members of staff, having worked as an assistant manager.

# data[].attributes.body
Preece KL Owning the Experience: Agency and Ownership in Mixed Media Performance. Performance Studies International #17, Utrecht School of Arts, 25th-29th May 2011

# data[].attributes.body
Preece KL Intimate Exchanges: Spatial Practice in Telematic Performance. Journeys Across Media: Space in our Time, University of Reading, 6th May 2011

# data[].attributes.body
Preece KL Using Technology to Facilitate Reflection in Presentation Assignments. Digitalis: Using digital technologies to enhance and embed creative reflection School of Performance and Cultural Industries University of Leeds, 27th October 2010

# data[].attributes.attachment_link.title
Digitalis " Blog Archive " Symposium - Kelly Preece

# data[].attributes.attachment_link.description
Using digital technologies to enhance and embed creative reflection

# data[].attributes.body
Preece KL Digital Duet: My Body and My Avatar. Showcase: The first annual University of Leeds postgraduate researcher conference, University of Leeds, 14th December 2010

# data[].attributes.body
Bannon, F; Beswick K; Hall D; Laycock P; Preece KL; Walter K “architects of the invisible: Play with a City in ‘The Blackboard Dance’ Leeds, UK. 8th, October, 2010”, <proximity> contact improvisation, new dance, movement improvisation. 3. 13: 10-15

# data[].attributes.attachment_link.readable_text
The Melting Edge: West Australian Contact Improvisation Residential Jan 31-Feb 4 2013 Perth, Australia This February, thirty dancers gathered in Perth [Australia], to experience Western Australia's first Contact Improvisation residential-The Melting Edge. Arriving on the Thursday evening in various states of...

Insanity's pheromones infiltrate, bringing nonsensical scents and singing siren-songs of smells, emanating from the bodies of beasts in the land where dragons dwell. Here be magic. Here lies the edge, here is the story of all our own unknowns slowly...

The following is an except from the editorial of the final print edition of <proximity> magazine (Vol15-Ed1, Dec 2012): For myself, <proximity> has always been exciting in its exchange of ideas and learning, in that it mirrors the exchange of...

<proximity> has always relied on contributions. We welcome contributions from anyone and everyone. If you would like to be a regular contributor/authour to the <proximity> blog, please contact us so we can set you up in the system. Or you can send...

# data[].attributes.attachment_link.description
The Melting Edge: West Australian Contact Improvisation Residential Jan 31-Feb 4 2013 Perth, Australia This February, thirty dancers gathered in Perth [Australia], to experience Western Australia's first Contact Improvisation residential-The Melting Edge. Arriving on the Thursday evening in various states of...

# data[].attributes.body
Popat S; Preece KL (2012) “Pluralistic Presence: Practising embodiment with my avatar”, In: Broadhurst S; Machon J (eds.) Identity, Performance and Technology: Practices of Empowerment, Embodiment and Technicity. Basingstoke: Palgrave Macmillan pp. 160-174

# data[].attributes.attachment_link.description
This project investigates the implications of technology on identity in embodied performance, opening up a forum of debate exploring the interrelationship of and between identities in performance practices and considering how identity is formed, de-formed, blurred and celebrated within diverse approaches to technological performance practice.

# data[].attributes.headline
Training and Development: Research Training

# data[].attributes.subject
Training and Development: Research Training

# data[].attributes.body
Giving Effective Seminar and Conference Presentations, University of Leeds 10th March 2010

An Introduction to Effective Research Writing, University of Leeds, 24th November 2011

Research Methodologies Interviews Training, University of Leeds, 7th February 2012

# data[].attributes.headline
Training and Development: Springboard Women’s Development Programme, University of Leeds, Completed 1st April 2011

# data[].attributes.subject
Training and Development: Springboard Women’s Development Programme, University of Leeds, Completed 1st April 2011

# data[].attributes.headline
Training and Development:Hofesh Shechter Professional Masterclass, Leeds, 19th December 2012

# data[].attributes.subject
Training and Development:Hofesh Shechter Professional Masterclass, Leeds, 19th December 2012

# data[].attributes.headline
Training and Development: CandoCo Teacher Training Intensive, CandoCo Dance Company, 13th-15th February 2010

# data[].attributes.subject
Training and Development: CandoCo Teacher Training Intensive, CandoCo Dance Company, 13th-15th February 2010

# data[].attributes.attachment_link.title
Teacher Training Intensive - Candoco Dance Company

# data[].attributes.attachment_link.description
Candoco Dance Company is the company of disabled and non-disabled dancers, founded in 1991.

# data[].attributes.body
Exeter College, Exeter, Devon — Advanced Levels in Drama and Theatre Arts (A), Religious Studies (A), Dance (A), English Literature (A) and Advanced Subsidiary Level in Philosophy (B)

Colyton Grammar School, Colyton, Devon — General Certificate of Standard Education in Drama (A*), Religious Education (A*), Dual Award Science (A, A) Mathematics (A), French (A), History (A), English Language (A), English Literature (A), Food Technology (B)

# data[].attributes.headline
Education: De Montfort University, Leicester — Bachelor of Arts (Hons) Dance and Theatre, First Class, 2007

# data[].attributes.subject
Education: De Montfort University, Leicester — Bachelor of Arts (Hons) Dance and Theatre, First Class, 2007

# data[].attributes.attachment_link.readable_text
Structure

Our teaching and learning styles include practical classes, workshops, performances, lectures, screenings, demonstrations, small group discussions and one-to-one tutorials. In your independent study time you will undertake research by viewing, reflecting, analysing, writing and in practical explorations.

The studio work is practical but also involves discussion, analysis, critical reflection on practice and contextualisation. Your studies are supported by an excellent collection of books, journals, videos, DVDs, CDs, electronic and online media.

All assessment is via coursework and includes classwork, presentations, choreography, written assignments and portfolios.

We have one of the largest teams of dance staff in the UK and, as they are practising artists and researchers, you can be assured of keeping up-to-date with current research and trends in dance. They are experts and award-winning leaders in their fields and draw on their outstanding professional experience for their teaching. Our excellent teaching and research was acknowledged when DMU was designated a Centre for Excellence in the Teaching and Learning of Performance Arts.

Our academic dance staff have international reputations for performance, choreography, research and innovative teaching, including individual University Teacher Fellow and National Teacher Fellow awards. World-renowned choreographer and former student, Akram Khan, has acknowledged the "inspirational teaching" he experienced at DMU.

Dance staff work closely with local, national and international dance organisations including Dance 4 and People Dancing. We also enjoy close links with artists and professional organisations, such as the Akram Khan Company, New Art Club, Moving Together and Serendipity Arts who have offered students work experience and internships.

In your final year you have practical opportunities to work with professional, educational or community organisations to develop skills in dance teaching, leading and promotion.
Dance BA (Hons), External Examiner final report comments 2015/2016: "The curriculum is well designed to prepare adaptable graduates who have the range of skills needed to navigate the contemporary working context in dance and performing arts. "The choreography strand of modules supports in depth creative exploration and the development of independent approaches to dance making that support their entry into the field as emerging artists with a sense of clarity and purpose in their practice.
"There is a very good balance of practice based and reflective work, and opportunities for students to integrate their practical and theoretical skills in some innovatively designed assignments."

Contact hours
You will be taught through a combination of lectures, tutorials, seminars, group work and self-directed study. Assessment is through coursework (presentations, essays and reports) and usually an exam. Your precise timetable will depend on the optional modules you choose to take, however, in your first year you will normally attend around 14 hours of timetabled taught sessions (lectures and tutorials) each week, and we expect you to undertake at least 25 further hours of independent study to complete project work and research.

# data[].attributes.attachment_link.description
Structure Our teaching and learning styles include practical classes, workshops, performances, lectures, screenings, demonstrations, small group discussions and one-to-one tutorials. In your independent study time you will undertake research by viewing, reflecting, analysing, writing and in practical explorations. The studio work is practical but also involves discussion, analysis, critical reflection on practice and contextualisation.

# data[].attributes.headline
Education: De Montfort University, Leicester — Master of Arts in Dance by Independent Study, Distinction, 2009 (Supervisor: Professor Ramsay Burt)

# data[].attributes.subject
Education: De Montfort University, Leicester — Master of Arts in Dance by Independent Study, Distinction, 2009 (Supervisor: Professor Ramsay Burt)

# data[].attributes.attachment_link.readable_text
Health and Life Sciences facilities

Investment of £12 million in Health and Life Sciences has developed our first-class teaching and learning facilities to help you develop your practical experience and theoretical knowledge beyond the classroom.

Library services

We have 1,500 study places and 650 computer workstations across four sites on campus. These give access to more than half a million publications, an extensive range of DVDs, e-resources and thousands of electronic journals.

The main Kimberlin Library is open 24 hours a day, 365 days of the year (other than in exceptional circumstances).

Award-winning staff are on hand to help and there is a café for study breaks. We offer a range of workshops, drop-in and one-to-one sessions, and our Just Ask service provides email and telephone support.

Learning zones

Our comfortable and well-equipped study areas provide a range of environments to suit your needs.

Originally set up in our main Kimberlin Library, the learning zones proved so popular that more were created in the Eric Wood Building and Greenhouse. These flexible spaces are ideal whether you are working as a group, practising a presentation or working quietly on your own.

They feature workstations with power supplies for laptops, plus bookable syndicate rooms with interactive whiteboards and DVD players. Eduroam wi-fi is available across all campus locations.

# data[].attributes.attachment_link.description
Investment of £12 million in Health and Life Sciences has developed our first-class teaching and learning facilities to help you develop your practical experience and theoretical knowledge beyond the classroom. We have 1,500 study places and 650 computer workstations across four sites on campus.

# data[].attributes.headline
Education: University of Leeds — University of Leeds Teaching Award Professional Standard 2 with Merit, 2010 (Mentor: Dr. Fiona Bannon)

# data[].attributes.subject
Education: University of Leeds — University of Leeds Teaching Award Professional Standard 2 with Merit, 2010 (Mentor: Dr. Fiona Bannon)

# data[].attributes.headline
Experience: Research Assistant to Dr. Roger Apfelbaum, Lecturer in Drama Studies, De Montfort University; Leicester — 2007

# data[].attributes.subject
Experience: Research Assistant to Dr. Roger Apfelbaum, Lecturer in Drama Studies, De Montfort University; Leicester — 2007

# data[].attributes.body
In 2007 I worked as a research assistant to Dr. Roger Apfelbaum, Senior Lecturer in Drama at De Montfort University. During this time I participated in a variety of research projects, including a journal article on Shakespeare criticism, an undergraduate handbook on Much Ado About Nothing, and the editing of an online version of Romeo and Juliet. My duties included literature searching and reviewing, checking references, translating texts from Old English, compiling the collation of an online edition of Romeo and Juliet (which is also due for hard copy publication), and proof-reading and giving feedback on work for publication. I also undertook administrative duties in setting up a new module on Irish Drama, and prepared a presentation to the Heads of Faculty about proposed changes to the University website.

# data[].attributes.headline
Experience: Dance and Drama Tutor, Confi-dance; Seaton, Devon — 2008-2009

# data[].attributes.subject
Experience: Dance and Drama Tutor, Confi-dance; Seaton, Devon — 2008-2009

# data[].attributes.body
Confi-dance is an after school dance and drama programme based in Seaton, Devon. With Confi-dance I worked as a dance and drama tutor, running classes for children ages 5-16 yeas old. My responsibilities included teaching technique classes in contemporary dance, musical theatre and acting, choreography and direction for performances, and teaching choreography to the older students.

# data[].attributes.headline
Experience: Teaching Fellow in Dance, School of Performance and Cultural Industries, University of Leeds; Leeds 2009-August 2014

# data[].attributes.subject
Experience: Teaching Fellow in Dance, School of Performance and Cultural Industries, University of Leeds; Leeds 2009-August 2014

# data[].attributes.body
Teaching: At the University of Leeds I taught part-time on the BA (Hons) Dance. As part of the collaborative and interdisciplinary ethos of the School of PCI, I delivered dance and theatre based content on the BA Theatre and Performance and BA Performance Design degrees. I also taught on the MA Performance, Culture and Context, and the MA Choreography prior to its closure. On the BA (Hons) Dance degree my responsibilities included delivering lectures, seminars and workshopsin the following areas: experimental choreographic processes, dance history, analysis, reconstruction, somatics, and education and community work. This included curriculum design, module management and review at levels four, five and six, as well as dissertation supervision and personal tutoring.

Administration: My administrative role in the School of PCI was as external examiner liason for the BA (Hons) Dance since 2011, preparing materials and liasing with the external examiner in preparation for exam boards. I also contributed to programme and curriculum review at undergraduate and postgraduate levels as part of the strategic development of the School.

Research: I contributed to the research activity of the School as a member of the Performance Technologies research group. This included a co-authored journal article with research group leader Professor Sita Popat on technological embodiment in dance and digital performance, and the presentation of my solo research work at local, national and international conferences, details of which are provided below. Research activity outside of the research group included:

Participation in the HEIF project ‘DownTownDance’, led by Dr Fiona Bannon,  as a founding member of the performance collective Architects of the Invisible exploring experimental choreography and social interaction. Members of the collective co-authored a journal article on our first public performance The Blackboard Dances (2010) in <proximity> contact improvisation, new dance, movement improvisation.

Collaborating with Dr. James Mooney in the School of Music at the University of Leeds and Dr. Rick Nance from De Montfort University on the organisation and execution of the Centre for Practice-Led Research in the Arts funded project ‘Aural Models: A CePRA training masterclass exploring the use of sound as a performance stimulus in the arts’ in 2011.

# data[].attributes.attachment_link.title
School of Performance and Cultural Industries | School of Performance and Cultural Industries

# data[].attributes.attachment_link.description
School of Performance and Cultural Industries

# data[].attributes.body
I am the Researcher Development Programme Manager for Postgraduate Research Students at the University of Exeter. With a background in academia, I worked as a dance lecturer and scholar for 6 years, teaching at undergraduate and postgraduate level, before moving in to researcher development and training. My pedagogical commitment and expertise has been recognised both inside and outside of my subject specialism. In 2010 I was appointed as a Fellow of the Higher Education Academy, in 2013 I was appointed to the Executive Board of DanceHE, and in 2014 I completed my Postgraduate Certificate in Learning and Teaching in Higher Education with Merit. I am an active researcher, with research interests in technological embodiment and blended learning. My current research in to technological embodiment questions the nature of somatic experience when our embodiment is extended to include technological addenda, such as virtual bodies and digital projections, in performance. My pedagogical research explores the use of social media applications as tools for blended learning. I have a proven track record in research dissemination, including a wide range of conference presentations and publications, which are detailed in full below.