{"title":"表演研究与教育学:邀请未知","authors":"Sarah Hopfinger, Laura Bissell","doi":"10.1080/25741136.2021.2018392","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article explores how practice as research can be a process of inviting in the unknown. In the context of student learning on the Contemporary Performance Practice programme at the Royal Conservatoire of Scotland, the authors (research-led tutors on the programme) explore performance research and pedagogy, emphasising knowledge as an ongoing, open and embodied process that students can explore and create through their own artistic practices and critical reflections on their practices.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Performance research and pedagogy: inviting in the unknown\",\"authors\":\"Sarah Hopfinger, Laura Bissell\",\"doi\":\"10.1080/25741136.2021.2018392\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This article explores how practice as research can be a process of inviting in the unknown. In the context of student learning on the Contemporary Performance Practice programme at the Royal Conservatoire of Scotland, the authors (research-led tutors on the programme) explore performance research and pedagogy, emphasising knowledge as an ongoing, open and embodied process that students can explore and create through their own artistic practices and critical reflections on their practices.\",\"PeriodicalId\":206409,\"journal\":{\"name\":\"Media Practice and Education\",\"volume\":\"7 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Media Practice and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/25741136.2021.2018392\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Media Practice and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/25741136.2021.2018392","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Performance research and pedagogy: inviting in the unknown
ABSTRACT This article explores how practice as research can be a process of inviting in the unknown. In the context of student learning on the Contemporary Performance Practice programme at the Royal Conservatoire of Scotland, the authors (research-led tutors on the programme) explore performance research and pedagogy, emphasising knowledge as an ongoing, open and embodied process that students can explore and create through their own artistic practices and critical reflections on their practices.
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