Aubrey A. Huber, C. McRae, L. Mattson, Sasha J. Sanders, Christina Magalona, Simon Rousset, Brooks Oglesby, Liahnna Stanley
{"title":"Embodied fragments: embracing risk, failure, resistance, and pedagogical possibility","authors":"Aubrey A. Huber, C. McRae, L. Mattson, Sasha J. Sanders, Christina Magalona, Simon Rousset, Brooks Oglesby, Liahnna Stanley","doi":"10.1080/10462937.2023.2196322","DOIUrl":null,"url":null,"abstract":"ABSTRACT This video performance utilizes collage and assemblage to embody risk, failure, and possibility in the communication classroom as well as to explore how such embodiments function as disruptions to normative expectations. Informed by Amy Kilgard’s “pedagogy of chaos,” framework for “collage” the performers generate collaborative fragments of the classroom experience to speak with one another, with the audience, and as distinct, individual voices. Drawing from objects rituals, and sounds of teaching/learning that enable us to survive pedagogical contexts, this performance embraces how bodies resist, subvert, and survive the communication classroom.","PeriodicalId":46504,"journal":{"name":"Text and Performance Quarterly","volume":"43 1","pages":"248 - 257"},"PeriodicalIF":0.6000,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Text and Performance Quarterly","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10462937.2023.2196322","RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"HUMANITIES, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT This video performance utilizes collage and assemblage to embody risk, failure, and possibility in the communication classroom as well as to explore how such embodiments function as disruptions to normative expectations. Informed by Amy Kilgard’s “pedagogy of chaos,” framework for “collage” the performers generate collaborative fragments of the classroom experience to speak with one another, with the audience, and as distinct, individual voices. Drawing from objects rituals, and sounds of teaching/learning that enable us to survive pedagogical contexts, this performance embraces how bodies resist, subvert, and survive the communication classroom.
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