{"title":"作为干预行为的古怪和破坏:在表演工作坊空间中产生一种练习态度的建议","authors":"Jodie Allinson","doi":"10.1386/jdsp_00093_1","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":"33 1","pages":"0"},"PeriodicalIF":0.2000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Queering and disrupting as acts of intervention: Proposals for engendering an attitude of practising in the performance workshop space\",\"authors\":\"Jodie Allinson\",\"doi\":\"10.1386/jdsp_00093_1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":41455,\"journal\":{\"name\":\"Journal of Dance & Somatic Practices\",\"volume\":\"33 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Dance & Somatic Practices\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1386/jdsp_00093_1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"DANCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Dance & Somatic Practices","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1386/jdsp_00093_1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"DANCE","Score":null,"Total":0}
Queering and disrupting as acts of intervention: Proposals for engendering an attitude of practising in the performance workshop space
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.
期刊介绍:
The Journal of Dance and Somatic Practices is an international refereed journal published twice a year. It has been in publication since 2009 for scholars and practitioners whose research interests focus on the relationship between dance and somatic practices, and the influence that this body of practice exerts on the wider performing arts. In recent years, somatic practices have become more central to many artists'' work and have become more established within educational and training programmes. Despite this, as a body of work it has remained largely at the margins of scholarly debate, finding its presence predominantly through the embodied knowledge of practitioners and their performative contributions. This journal provides a space to debate the work, to consider the impact and influence of the work on performance and discuss the implications for research and teaching. The journal serves a broad international community and invites contributions from a wide range of discipline areas. Particular features include writings that consciously traverse the boundaries between text and performance, taking the form of ‘visual essays'', interviews with leading practitioners, book reviews, themed issues and conference/symposium reports.