What is the relation between performance and pedagogy? What does the teaching of performance offer to other kinds of knowledge encounters and exchanges in our pluriversal world?
These questions are urgent in the light of profound changes in higher education and the place performance has in that setting and its peripheries. This open access book spanning diverse educational and research contexts takes up the task of engaging performance pedagogy in the precarities of the now,
by tending anew to the relation between learning, doing, and thinking.
The collection unfolds as a collaborative inquiry into performance pedagogy encompassing both the study of aesthetic events called ‘performances’, and an expanded notion of performance as pedagogy. In this dual approach, to teach and learn performance is to teach and learn how to do things with our words and actions, and also to teach and learn what things do to others and to the world. Performance pedagogy opens performance to the world, and invites the world to performance.
The ebook editions of this book are available open access under a CC BY NC-ND-4.0 licence on bloomsburycollections.com.
Chapter 1: What is Performance Pedagogy? by Felipe Cervera (Lasalle College of the Arts, Singapore), Diana Damian Martin (Royal Central School of Speech and Drama, UK), Eero Laine (University at Buffalo, State University of New York, US), Theron Schmidt (University of New South Wales, Aus) Chapter 2: Concepts by Maaike Bleeker (University of Utrecht, Netherlands) Chapter 3: Mirrors by Heike Roms (University of Exeter, UK) Chapter 4: Cooperative Pedagogies by Diana Damian Martin (Royal Central School of Speech and Drama, UK) Chapter 5: Rules of the Room by Theron Schmidt (University of New South Wales, Aus) Chapter 6: Discussions by Felipe Cervera (Lasalle College of the Arts, Singapore) Chapter 7: Letting it Breathe: Guided Auto-Didacticism and the 3As of Bodyworld by Frank Camilleri (University of Malta, Malta) Chapter 8: Decomposing the Voice: narratives of objecthood and being heard by Electa Behrens (Norway Theatre Academy, Norway) Chapter 9: Pedagogical Discontent in The Age of Déjà Su: Information as Half-Objects by Kyoko Iwaki (University of Antwerp, Belgium) Chapter 10:. Zooming out: the distributed, digital objecthood of teleconferencing environments by Miguel Escobar Varela (National University of Singapore, Singapore) Chapter 11: Performing Cohorts by Robyn Horn (University at Buffalo, State University of New York, US), Eero Laine (University at Buffalo, State University of New York, US), Yao Kahlil Newkirk (University at Buffalo, State University of New York, US), Dahye Lee (The Graduate Center, City University of New York, US), Evan Moritz (University of Toronto, Canada), Bella Poynton (University at Buffalo, State University of New York, US) Chapter 12: Conclusion: The Fields of Performance Pedagogy by Felipe Cervera (Lasalle College of the Arts, Singapore), Diana Damian Martin (Royal Central School of Speech and Drama), Eero Laine (University at Buffalo, State University of New York, US), Theron Schmidt (University of New South Wales, Aus) Bibliography Index
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.
