Full Description
Leap into Action asks: "What happens when performative arts meet pedagogy?" and views performative teaching as building students' understanding of complex ideas and concepts "through action." It provides the theoretical, philosophical, and conceptual terrain by setting forth the scholarly rationale as to what performative pedagogy is at this moment across Art & Design education. Contributions are made from individuals and groups across art and design disciplines who deploy innovative pedagogic approaches with an emphasis on performativity. To underline that Art & Design does not only happen within the institution, Leap into Action provides rich intertextual material that draws upon the experiences of practitioners. Leap into Action is intended to prompt new angles from which to examine one's practice including and beyond pedagogy, mainly in terms of art, design and performance, and disciplines further afield. Whilst Leap into Action engages with performative pedagogies through disruptions, interruptions, tricksters, liminalities, affective bodies, sensory encounters, and technoparticipation, it calls into question what risk-taking means in an arts school context and the tension (even paradox) that exists between wanting to create a safe, welcoming, and inclusive environment and provoking students out of their comfort zones through experimental performative pedagogy and playfulness. Whilst engagement with performative strategies may be a 'risky' strategy, the rewards can be great. Enter the unknown, take a leap into action, and have fun.
Contents
List of Illustrations - Lee Campbell: Introduction: Critical Performative Pedagogies: Principles, Processes and Practices - Gustave J Weltsek: A Leap into Dissociated Space: Liminality, Liberation, and Action in Performative Pedagogies - Mark Ingham: Assembling Agency—Learning in Liminal Spaces - Glenn Loughran/Peter Bond/Neil Mulholland/Adrian Rifkin/John Seth: Provocation One: The Swerve - Jo Addison/Natasha Kidd: Regulation, Resistance, Readiness and Care: What Can Be Learnt by Performing the Peripheral Behaviours of Artists? - Adrian Rifkin/John Seth: Doing Without, Inside. Scenes from a Scenario (Stagings for a Conversation) - Alex Schady/Steve Fossey/Adam Cooke/Paul Jones/Christabel Harley/Gill Foster/Adrian Lee: Provocation Two: The Art of Interruption - Fred Meller: Tricks and Erasers: Disruption as Performance Pedagogy - Gavin Baker: Pausing to (Re)frame: Using Actioning and Positive Reflection in Performative Learning and Teaching - Peter Bond: Gaps - Christabel Harley: Feelings to Knowledge: The Trouble with Sensations, Matter and Systems - Claire Makhlouf Carter: DEMO CHELSEA # - Lee Campbell: Strange Continuities - James Layton/Nathan Geering/Paul Vivian/Nic Chalmers/Sarah May/Jo Hassall: Provocation Three: From Space to (Embodied) Place: A Manifesto for Sensory Learning in Site-Specific Practices - Richie Manu: Beyond the Visual: Exploring the Intersection of Performative Pedagogy, Interaction and Multimodal Interventions in the Creative Classroom - Simon Taylor: Harnessing the Power of the White Cube: The Contemporary Art Gallery as a Liminal Space for Multisensory Learning - Lucy Algar: Drawing Performance: Creating Confident Collaborators Through Movement, Mark Making, Dance and Dialogue - David Parkes/Cathy Gale/Laura Davidson/Pauline de Souza/Aaron D. Knochel: Provocation Four: Transition - Laura Davidson: How Do You Wish to Be Operated? Cultivating Technological Disruption for Creativity - Pauline de Souza: Art Apart: Collaboration and Disruption in the Virtual and Augmented Immersive Space - Kevin J. Hunt/Fo Hamblin: Materials in Motion': Using Film as a Method for Exploring Material Qualities - Lee Campbell: Provocation Five: Not Enough Immersion? - Mark Childs/Anna Childs: Relating and Acting: Learning, Embodiment and Performance in Virtual Worlds - Aaron D. Knochel: Performing the Live Image: Critical Materiality, Visual Culture and Art Education - Lee Campbell: Conclusion: Critical Performative Pedagogies: Look Before You Leap - Notes on Contributors.
