To ensure educational innovation, the Patching Zone team got expert training in the following fields: video, sound, motion tracking and gaming. The goal was to get acquainted with new teaching models. Training cycles of each theme included: an intensive expert workshop (participated by the Patching Zone as well as the CKC design team) -> concept development (brainstorming) -> prototyping -> testing & try-outs -> realisation (transform workshop model into product).



The video theme is based on the methodology of the One Minutes organisation: a global organisation which teaches adolescents to make a video of precisely 60 seconds. Video artist Vivian Wenli was the expert invited to give a twoday intensive workshop for the CKC design team. In this workshop participants not only learnt the basic principles of video making, but also the pedagogical skills necessary to educate adolescents. Special weight was placed on how one could draw attention of a whole group by giving participants explicit roles. The participants were also asked to make their own 1 minute video. They were surprised with the beauty of their end results. The videos also impressed the rest of the CKC staff at the official opening of the Digital Art Lab where they were shown.

This training theme was the root of many workshop models (e.g., CKC TV, Video (voor) Kunsternaars, Deze muziek doet mij denken aan.. et cetera). The events and productions inspired by this theme had the largest attendance compared to the other themes.



This theme concentrates on interactivity and sound. Media artist Dave Young was the expert invited to give a twoday intensive course where Arduino micro controllers were transformed into synthesizers using sensors. The technical aspect of this course (i.e., programming was required) turned out to be  a challenge for the CKC Design Team. The participants began working with Processing, the programming language, visually. Then they were taught how you could synthesise sound using logic and electricity. A big scope of sound possibilities was opened up. The course came to an end with a brainstorming session. This session was mean to generate creative content for new workshop models.

The Sound theme training influenced the construction of several new workshop models (e.g., Build Your Own Synthesizer, Wii Control Dance, Digitaal Danstheater et cetera). The events and productions inspired this theme had the second largest attendance of all the themes. Particularly the workshop ‘Build Your Own Synthesizer’ inspired by this theme, turned out to be great success.


Motion Tracking

The motion tracking training was given by Joris Weijdom and Machiel Veltkamp from the research group ‘Virtual Theatre’ of the Utrecht School of Arts (HKU). This 2 days course was about how the computer follows movement (1), and how these computerized movement tracks could be used thearetrically (2).  The attention was centered on tracking using webcams and the software Isadora (Troikatronix). This software, especially designed for theatre, creates graphical work environments which can be manipulated in real time. Although this software was new to most of the participants, they were asked to create a small ‘act’ with at least 1 interactive element. They presented their work to each other and leart the important lesson: the exerience of the audience is at the heart of interactive theatre. Theatrical energy and conviction was really important to capture the audience experience.

Not surprisingly, the motion tracking training inspired the teachers from the dance department. A number of events and productions were developed. The ‘Digital Dance Theatre’ and ‘Virtual Theatre’ workshops were highly attended and resulted into interesting interactive performances.



The game theme concentrated on the design and development process of an what is called ‘pervasive’ games: games that crossing boundaries and taking it away from the computer screen. British media artist Matt Adams of  The Blast Theory gave a two day crash course on how game design affects the game experience. By designing and playing their own games, the participants experienced the multiple aspects involved in making a fun game. The designed game where chiefly (with a few exceptions) paper-based and required no technology. The participants were challenged to create different games by playing with the rules, the objective and the dynamics of the game.
The game theme seemed the most obvious way to attract more adolescents. However, not many CKC Design team teachers took it up. Only 1 workshop called ‘Design Your Own Game’ was developed, which proved extremely succesfull. This workshop model was the first to evolve into an actual CKC product. Another game product was developed: a Wii based dance game. Continue reading about The Game: Break It Down.


The thematic scheme of didactical training contributed to the collaboration between our team and the CKC design team as well as the development of the cross media productions. This method pays special attention to the context of a particular theme. The contextualisation of the themes encouraged the CKC teachers to relate the obtained knowledge to their own work field. As a result, the subject matters learned were relevant for his/her expertise. This not only enhanced the integration of the new knowledge, but also helped the CKC teachers explore the creative possibilities of digital technologies.

The cyclic working method increased the motivation of the teachers as well as the personal bonds between the CKC design team and our team. The collaborate efforts of both teams stimulated productivity and creativity on both sides.