What does it mean to teach an ephemeral object like 'performance'?
And what might the teaching of performance have to offer to other kinds of teaching and learning in a changing world?
Through posing and seeking to answer these questions, this open-access book urges a reconsideration of the relationship between performance and pedagogy. These questions are urgent in the light of profound changes, both institutional and historical, in the larger scope of higher education and the place performance may have in that setting and its peripheries.
Each of the chapters considers an object and its role in performance pedagogy. The objects range from the concrete to the conceptual and open new ways of considering how to teach performance and how performance teaches.
The book features a unique construction - "interstitial exchanges" - wherein the authors of each chapter pose provocations and responses to each other through short essays between the main chapters, connecting the disparate objects of performance pedagogy and offering dialogues.
In this way, the volume opens conversations beyond performance studies, asking what performance might have to say about the objects all around us that shape our lives in the 21st century.
The ebook editions of this book are available open access under a CC BY NC-ND-4.0 licence on bloomsburycollections.com.
This open-access book reframes performance and pedagogy through their shared 'objects' and lays the foundation for new relations, approaches and methodologies.
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This open access book reframes performance and pedagogy through their shared objects and lays the foundation for new relations, approaches and methodologies.
Performance Pedagogy
Objects, Transfers, Formations
Felipe Cervera, Diana Damian Martin, Eero Laine, And Theron Schmidt
Auto-Didacticism
The 3as Of Bodyworld and the Case of Invisible Hours
Frank Camilleri
Benches
Ambiguous Collectivities and Border Study
Diana Damian Martin
Breath
Half-Objects in the Age of Data Breathlessness
Kyoko Iwaki
Co-Creating
Dont Become Like Me
Vishnucharan Naidu And Adelina Ong
Cohorts
Performing Beyond Institutional Formations
Eero Laine, Dahye Lee, Robyn Lee, Evan Moritz, Yao Kahlil Newkirk,
And Bella Poynton
Concepts
Thinking Across Theory and Practice
Maaike Bleeker
Gathering
Affective Activism and Pedagogies of Protest
Alan Read
Moving
Using Objects to Engage with Conflict
María Estrada-Fuentes
Navigating
Institutional Violence and Asserting Equality Through Performance Pedagogy
Anika Marschall and Ann-Christine Simke
Performing
This Learning Thing
Charlene Rajendran
Schools
Time And Performance Pedagogy
Felipe Cervera
Scores
Rewriting The Rules Of The Room
Theron Schmidt
Storying
Learning on and with Country
Leanne King and Theron Schmidt
Studying
When Words Are Good Enough
Ella Finer
Unlearning
A Dialogue on Expertise, Activism, and Proximity to Whiteness
Letícia Ishibashi And Ella Parry-Davies
Visiting
Some Questions from Script Analysis to Ask Your Environment
Sarah Lucie
Voice
Decomposition And Narratives of Objecthood
Electa Behrens
Zoom
The Performative and Pedagogic Affordances of a Videoconferencing
Quasi-Object
Miguel Escobar Varela
Felipe Cervera is director of the Centre for Performance Studies and assistant professor of theatre & performance studies at UCLA.
Diana Damian Martin is an artist and researcher, currently Senior Lecturer in Performance Arts at the Royal Central School of Speech and Drama, UK.
Eero Laine is associate professor at the University at Buffalo, State University of New York.
Theron Schmidt is an assistant professor at Utrecht University, Netherlands, and works internationally as an artist, teacher, and writer.
