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Performing arts computing environments have received little attention in the educational sphere; yet, they offer opportunities for learners to validate their efforts, ideas, and skills through showcasing their work in a public-facing performance. In this work, we explore an out-of-school dance and computing educational program run by the organization, STEM From Dance. The organizational mission is to create an equitable learning experience for young women of color to engage with computing while exposing them to STEM careers. Through an analysis of eleven interviews with youth participants, instructors, and the executive director, we examine how the social, cultural, and political dimensions of the learning environment facilitate identity work in computing and dance. Our findings point to three primary activities used by the organization to promote equity: (1) providing psychological safety through a supportive community environment, (2) meaningfully engaging with learners’ social and cultural context through creative work with constructionist artifacts, and (3) actively promoting identity work as women of color in computing and STEM through both artifact work and community events. Applying the constructs of identity and psychological safety we explore the tensions and synergies of designing for equity in this performing arts and computing learning environment. We demonstrate how the seemingly contradictory elements of a high-stakes performance within a novice learning environment provides unique opportunities for supporting young women of color in computing, making them non-negotiable in the organization’s efforts to promote equity and inclusion. Our work illustrates how attending closely to the sociocultural dimensions in a constructionist learning environment provides lenses for navigating equity, identity work, and support for inclusive computing. 

Our research collaborative has been exploring movement computing educational technology experiences. That is, we have been building tools that simultaneously support both movement and computing learning objectives at entry-level. We will demo two products in development. danceON is a domain-specific language and a web app that allows users to create interactive graphics overlaid on video from pre-recorded or live (webcam) sources. soft- WEAR is a solderless and breadboardless ecosystem using sensors, LEDs, and the Adafruit Trinket M0. It is designed to support a workflow from ideation, prototyping, and iteration to a durable, wearable final project embedded into clothing or accessories. 

Dance provides unique opportunities for embodied interdisciplinary learning experiences that can be personally and culturally relevant. danceON is a system that supports learners to leverage their body movement as they engage in artistic practices across data science, computing, and dance. The technology includes a Domain Specific Language (DSL) with declarative syntax and reactive behavior, a media player with pose detection and classification, and a web-based IDE. danceON provides a low-floor allowing users to bind virtual shapes to body positions in under three lines of code, while also enabling complex, dynamic animations that users can design working with conditionals and past position data. We developed danceON to support distance learning and deployed it in two consecutive cohorts of a remote, two-week summer camp for young women of color. We present our findings from an analysis of the experience and the resulting computational performances. The work identifies implications for how design can support learners’ expression across culturally relevant themes and examines challenges from the lens of usability of the computing language and technology.