KTB131 Technology in Live Performance

Unit Outline: Semester 1 2027, Kelvin Grove, Internal

Overview

This unit immerses you in the evolving intersection of technology and live performance. Blending theoretical inquiry and practical experimentation, you will explore both the conceptual underpinnings and creative practices of incorporating technology into dramatic world-making, through the investigation of established and emerging tools – such as projection mapping, augmented and virtual reality, motion capture, artificial intelligence (AI) and interactive media. The unit considers the historiographical framing of technological integration, encouraging you to contextualise innovations within broader artistic and cultural movements while also considering their own relationships with technology and artistic expression. You will engage in hands-on labs and conceptual design projects where possible, supported by ethical frameworks for AI use where appropriate, preparing you to navigate and contribute to the future of technologically enhanced performance.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Critically analyse the integration of technology in live performance, situating practices within historical, cultural, and artistic contexts.
2. Design and communicate a concept for a technology-enhanced performance, demonstrating creative problem solving and ethical awareness.
3. Apply foundational knowledge of digital tools and platforms to conceptualise and document performance-making processes.
4. Reflect on personal and professional relationships with technology in performance through iterative experimentation and multimodal documentation.

Content

Learning Approaches

The unit uses lectures, tutorials, and workshops in a modulated sequence to move learning from theory to practice. Lectures establish foundational concepts, tutorials deepen understanding through discussion and application, and workshops provide hands-on opportunities to translate ideas into creative outcomes. This progression ensures an integrated learning experience that builds knowledge and skills effectively.

In this unit, you will learn by engaging in the following:

Lectures, case‑study investigations and readings mapping key movements, exemplars and debates in technology‑enabled performance.

Tutorials, labs and sandbox prototyping where you trial accessible tools (e.g., projection/AR workflows) to test interaction, liveness and scenographic affect to iteratively frame and refine a tech‑integrated performance concept, with optional/ethical AI use.

Portfolio‑style documentation (annotated screenshots, short clips, design notes) to track process, decisions and audience considerations.

Real‑world alignment: You will analyse current companies/practices and articulate sustainability, feasibility (crew, budget, venue, safety), preparing you for industry collaboration.

Expectations: Bring a laptop where possible, complete short pre‑labs, and allocate time outside class for experimentations, testing and revisions.

Feedback on Learning and Assessment

Throughout the unit, teaching staff will provide feedback to you which will inform all assessments items. Feedback in this unit is provided to you through comments on summative assessment work in addition to criteria sheets, as well as self-assessment through portfolio preparation and reflection. 

Assessment

Overview

This unit uses a progressive assessment structure designed to develop your ability to analyse, design, and document technology-integrated performance practices. A1 Case Study introduces you to critical analysis by requiring a presentation that examines a performance company’s use of technology within its historical and cultural context. This task builds your research and communication skills while deepening your understanding of industry practice. A2 Model moves into creative application, asking you to design and present a concept for a live or performative work that integrates technologies such as AR, VR, AI or projection mapping. This assessment develops your capacity for conceptual thinking, technical awareness, and ethical decision-making in creative contexts. A3 Portfolio consolidates your learning by documenting your creative process through annotated visuals, video logs, and reflective commentary. This task encourages iterative practice, critical reflection, and professional presentation of your work. Together, these assessments scaffold your ability to combine theoretical insight with practical experimentation, preparing you for real-world performance-making in technologically enriched environments.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Presentation of Case Study

Deliver a presentation analysing a performance company’s use of technology, including historical and cultural context.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

The late submission period does not apply and no assignment extensions are available.

Assessment: Model of a creative work

Design and present a live/performative concept for a tech-integrated performance using tools like AR, VR, AI or projection mapping. AI use is optional and must follow ethical guidelines.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

The late submission period does not apply and no assignment extensions are available.

Assessment: Portfolio

Submit a portfolio documenting their creative process using technologically enhanced/enabled techniques, such as annotated screenshots, video logs, and recorded reflective commentary.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement) 

For some students, this unit also may also require a Tier 2 CIESJ Health and Safety Induction which is provided by the technician on site in the theatre, workshop or studio.

Resources

Risk Assessment Statement

For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information. For CIESJ Tiers 2 and 3 Health and Safety requirements, you will be instructed on safe procedures and the required safety gear for all studio and workshop processes that are demonstrated

As all performance-makers understand, creating a performance potentially carries with it certain physical and/or emotional risks, both in the rehearsal room and in the theatre. Indeed taking risks is an integral component of the art form’s processes. Some rehearsal warm ups and exercises, and some performance events may include physically or emotionally strenuous activities. Managing this risk to ensure working conditions are safe, is always a high priority in the production process. It is therefore extremely important that if you are aware of personal physical or emotional vulnerabilities that make you feel unsafe or at risk in any way, you should immediately inform your tutor or director or stage manager, so that your situation can be evaluated and appropriate rectifying action can be taken.

Theatres and other performance spaces are also potentially dangerous places, particularly backstage during performances when low light conditions prevail. You will be warned by the stage manager, the production manager or the director of any specific risks that you will need to be aware of, when your project team first moves into the theatre. Whenever moving into a new performance space, you should always conduct your own risk assessment, and notify your team or director of any hazards you have personally identified.

Every effort is made by Drama staff at QUT to ensure that you work in a safe environment. Conversely you are absolutely expected to follow all safety rules, procedures and directions, and to ensure that you do not put at risk the safety of others, or yourself, or of the highest artistic fulfilment of the project in any way. 

Course Learning Outcomes

CA01 Bachelor of Creative Arts

1. Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
   Relates to: Presentation of Case Study
2. Identify and demonstrate knowledge of the techniques and concepts underpinning your field of creative practice.
   Relates to: Model of a creative work, Portfolio
3. Demonstrate complex problem solving through iterative experimentation and the creative and critical development of ideas and outcomes.
   Relates to: Model of a creative work
4. Demonstrate technical proficiency and a knowledge of contemporary digital practices and technologies in one or more disciplines and apply these in creative and critical settings.
   Relates to: Model of a creative work, Portfolio
5. Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
   Relates to: Portfolio
6. Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
   Relates to: Presentation of Case Study
7. Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
   Relates to: Model of a creative work
8. Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
   Relates to: Model of a creative work
9. Operate with initiative, ethical judgement and professionalism, both alone and in groups.
   Relates to: Model of a creative work, Portfolio