Journal
JOURNAL OF DANCE & SOMATIC PRACTICES
Volume 15, Issue 1, Pages 65-75Publisher
INTELLECT LTD
DOI: 10.1386/jdsp_00093_1
Keywords
performativity; pedagogy; space; failing; student co-researchers; power; co-construction; neurodivergence
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This article proposes that engaging in practising that disrupts habitual dynamics can facilitate the emergence of transformed pedagogical approaches. It explores how power dynamics inform and emerge from pedagogical encounters, and how disrupting these encounters reveals possibilities for teaching performance practice.
This article proposes that collectively engaging in modes of practising that intentionally disrupt or queer habitual dynamics facilitates the emergence of transformed pedagogical approaches. It considers how power dynamics inform and emerge from pedagogical encounters between students and lecturer, and how engaging in practising that queers or disrupts these encounters reveals possibilities for teaching performance practice. It focuses on how encounters are spatially influenced and explores practices that disrupt normative ideas about how we position ourselves in space to enact social relations. These ideas are explored through reflecting on working with the MA Drama cohort at the University of South Wales. We explored normative ideas about what constitutes 'good' participation and group working practices in relation to the inhabitation of indoor and outdoor spaces and the performance of power. These experiences are considered in relation to failure, the queering of space and neuroqueering.
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