Keep the useful result when the next question changes

Return selectively. An impossible physical requirement reopens the model, means or brief; an unnoticed cue reopens recognition and presentation; recognized but unavailable action reopens practice or selection; an unclear artistic relation reopens composition or its intended effect. Preserve a valid calculation when changing the choreography, and preserve useful movement material when abandoning an inaccurate analogy. A single rating of “successful workshop” would erase these different results.

For an actual teaching design, select the learners, accessible encounters, support and evidence with HCD, and use MDPE.17 when the claim concerns transmission of a dance method. Later work on embodied physics learning and formative assessment treats learners’ movement, language and cultural experience as resources for expressing and revising ideas. This reinforces asking participants to explain their meaning rather than assigning it from a gesture. It does not make this application an evaluated curriculum or guarantee transfer from artistic activity to scientific understanding. The constructive source here remains Coates and Demers’ book; the following fixed-score cases develop one of its composition branches in greater detail.