Virtual Borders: reflective and digital approaches to choreographic pedagogy in tertiary dance training

This paper describes the Virtual Borders project developed in response to dramatic changes dance teaching and learning globally, arising from COVID-19 pandemic. Drawing action research, presents an innovative adoption of Peirce’s sign theory tertiary choreographic pedagogy, that enhances students physical, creative cognitive engagement with training virtual arena. used digital technology connect geographically distant locations: London, England Brisbane, Australia, practice enhanced by reflective pedagogies. In doing so, their emergent embodied understandings concurrently peer networks international community practice. Such digitally mediated across-cultural exchange would provide a means through which support isolation facilitate development necessary skills for 21st century practitioner operating within reality. foregrounds these praxis considerable advantage students.