Dancing alice

n this paper, we introduce an embodied pedagogical approach for learning computational concepts, utilizing computational practices, and developing computational perspectives. During a five-week pilot, a group of students spent after-school time learning the basic elements of dance and then using them to program three-dimensional characters that could perform. Throughout the pilot, we found students consistently standing up in front of their computers and using their bodies to think through the actuation of their characters. Preliminary results suggest that designing a virtual-physical dance performance is a motivating and engaging social context in which to introduce students, especially girls, to alternative applications in computing.