DATA-DRIVEN INSIGHTS FOR PERFORMING ARTS TEACHING
DOI:
https://doi.org/10.29121/shodhkosh.v6.i5s.2025.6882Keywords:
Data-Driven Pedagogy, Performing Arts Education, Artificial Intelligence, Educational Technology, AI-Human Co-Creation, Reflective PracticeAbstract [English]
The convergence of artificial intelligence and education of performing arts has introduced possibilities of improving creativity, assessment and pedagogy. This work is a proposal to develop a Data-Driven Pedagogical Model of Performing Arts (DDPMPA) that combines multimodal analytics such as motion, audio, emotional and textual data to create holistic information about the performance of learners. The framework uses the technique of feature extraction, fusion, and machine learning algorithms to measure both expressive and technical aspects of performance on an adaptive feedback provided to instructors and learners. The experimental findings in the fields of music and dance as well as theatre indicate the presence of quantifiable changes in the learner engagement, expressiveness, and reflective self-regulation. The system does not only make the evaluation more transparent and precise but also retains the subjective and affective nature of artistic learning. The study reveals the prospects of the data-driven feedback mechanism to supplement conventional training, allowing the creation of the ecosystem that is co-creative, where AI serves as a complement, not as a substitute, to human intuition. The study extends the developing sphere of AI-based performing arts education, encouraging the customized, evidence-based, and ethically-based learning settings.
References
Amato, A., Castiglione, A., Mercorio, F., Mezzanzanica, M., Moscato, V., Picariello, A., and Sperlì, G. (2018). Multimedia Story Creation on Social Networks. Future Generation Computer Systems, 86, 412–420. https://doi.org/10.1016/j.future.2018.04.012 DOI: https://doi.org/10.1016/j.future.2018.04.006
Colombo, A. (2016). How to Evaluate Cultural Impacts of Events? A Model and Methodology Proposal. Scandinavian Journal of Hospitality and Tourism, 16, 500–511. https://doi.org/10.1080/15022250.2015.1110848 DOI: https://doi.org/10.1080/15022250.2015.1114900
Crawford, R. (2019). Using Interpretative Phenomenological Analysis in Music Education Research: An Authentic Analysis System for Investigating Authentic Learning and Teaching Practice. International Journal of Music Education, 37, 454–475. https://doi.org/10.1177/0255761419847226 DOI: https://doi.org/10.1177/0255761419830151
Creswell, J. W., and Poth, C. N. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.
De Lucia, M. D., Zeni, N., Mich, L., and Franch, M. (2010). Assessing the Economic Impact of Cultural Events: A Methodology Based on Applying Action-Tracking Technologies. Information Technology and Tourism, 12, 249–267. https://doi.org/10.3727/109830510X12887971002552 DOI: https://doi.org/10.3727/109830511X12978702284435
Devesa, M., and Roitvan, A. (2022). Beyond Economic Impact: The Cultural and Social Effects of Arts Festivals. In Managing Cultural Festivals, 189–209. Routledge. DOI: https://doi.org/10.4324/9781003127185-14
Dimoulas, A., Kalliris, G. M., Chatzara, E. G., Tsipas, N. K., and Papanikolaou, G. V. (2014). Audiovisual Production, Restoration-Archiving and Content Management Methods to Preserve Local Tradition and Folkloric Heritage. Journal of Cultural Heritage, 15, 234–241. https://doi.org/10.1016/j.culher.2013.03.004 DOI: https://doi.org/10.1016/j.culher.2013.05.003
Dogan, M. (2020). University Students’ Expectations About the Elective Music Course. European Journal of Educational Research, 20, 1–20. https://doi.org/10.12973/eu-jer.20.1.1 DOI: https://doi.org/10.14689/ejer.2020.87.9
Doulamis, A., Voulodimos, A., Protopapadakis, E., Doulamis, N., and Makantasis, K. (2020). Automatic 3D Modeling and Reconstruction of Cultural Heritage Sites from Twitter Images. Sustainability, 12, Article 4223. https://doi.org/10.3390/su12104223 DOI: https://doi.org/10.3390/su12104223
Gibson, S.-J. (2021). Shifting from Offline to Online Collaborative Music-Making, Teaching and Learning: Perceptions of Ethno Artistic Mentors. Music Education Research, 23, 151–166. https://doi.org/10.1080/14613808.2021.1881055 DOI: https://doi.org/10.1080/14613808.2021.1904865
Herrero, L. C., Sanz, J. Á., Devesa, M., Bedate, A., and Del Barrio, M. J. (2006). The Economic Impact of Cultural Events: A Case-Study of Salamanca 2002, European Capital of Culture. European Urban and Regional Studies, 13, 41–57. https://doi.org/10.1177/0969776406058946 DOI: https://doi.org/10.1177/0969776406058946
Hussin, A., and Bianus, A. B. (2022). Hybrid Theatre: Performing Techniques in the Efforts to Preserve the Art of Theatre Performance Post COVID-19. International Journal of Heritage, Art and Multimedia, 5, 15–31. https://doi.org/10.35631/IJHAM.516002 DOI: https://doi.org/10.35631/IJHAM.516002
Liu, Y. T., Lin, S. C., Wu, W. Y., Chen, G. D., and Chen, W. (2017). The Digital Interactive Learning Theater in the Classroom for Drama-Based Learning. In Proceedings of the 25th International Conference on Computers in Education (pp. 784–789). Christchurch, New Zealand.
Pike, P. D. (2017). Improving Music Teaching and Learning Through Online Service: A Case Study of a Synchronous Online Teaching Internship. International Journal of Music Education, 35, 107–117. https://doi.org/10.1177/0255761415626246 DOI: https://doi.org/10.1177/0255761415613534
Raphael, J., and White, P. J. (2022). Transdisciplinarity: Science and Drama Education Developing Teachers for the Future. In P. J. White, J. Raphael, and K. Van Cuylenburg (Eds.), Science and Drama: Contemporary and Creative Approaches to Teaching and Learning, 145–161. Springer International Publishing. https://doi.org/10.1007/978-3-030-89241-4_9 DOI: https://doi.org/10.1007/978-3-030-84401-1_9
Saayman, M., and Saayman, A. (2004). Economic Impact of Cultural Events. South African Journal of Economic and Management Sciences, 7, 629–641. DOI: https://doi.org/10.4102/sajems.v7i4.1294
Vasileva, R., and Pachova, N. (2021). Educational Theatre and Sustainable Development: Critical Reflections Based on Experiences from the Context of Bulgaria. Arts for Sustainable Education ENO Yearbook, 2, 97–111. DOI: https://doi.org/10.1007/978-981-16-3452-9_5
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dr. Jaimeel Shah, Mr. Chandan Patra, Shantha Shalini K, Swati Srivastava, Simran Kalra, Vijaykumar Bhanuse
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
