Embodied Performance as Applied Research, Art and Pedagogy

Explores how performance can become a part of research and pedagogyDraws on personal experiences to demonstrate the use of performance studies in the classroomHighlights the effect of embodied interaction in the classroom setting and how this can be developed further

Explores how performance can become a part of research and pedagogy Draws on personal experiences to demonstrate the use of performance studies in the classroom Highlights the effect of embodied interaction in the classroom setting and how this can be developed further

Auteur
Julie-Ann Scott is an Associate Professor of Communication Studies at the University of North Carolina Wilmington, USA. She has published numerous articles on autoethnography, narrative performance research, and pedagogy in journals such as Qualitative Inquiry and Text and Performance Quarterly. She is the recipient of UNCW's Distinguished Award for Scholarly Engagement and Public Service, Chancellor's Teaching Excellence Award and the National Communication Association's Ethnographic Article of the Year Award.

Contenu

Chapter 1. Connecting to the Bodies We Research.- Chapter 2. There's No Center without the Margins: Revealing Compulsory Performance to Achieve Audience Empathy.- Chapter 3. Creating Accessible, Pedagogical Storytelling Performances as Research: Take 1.- Chapter 4.Can Rigorous Research be Art for the Masses? A Student-Teacher Debrief.- Chapter 5. Hyper-Embodiment and Outsider-Research-Pursuing Empathy and Connection in the Field.- Chapter 6. Creating Accessible, Pedagogical Art as Research: Take 2.- Chapter 7. Can Rigorous Research Be for the Masses Revisited: A Second Student-Teacher Debrief.- Chapter 8: Compromising Methodology for Open Audiences.- Chapter 9. Conclusion: A Call for Hyper-Embodied Research Art Pedagogy for Social Justice.