Learning to Play with Memory: Participatory Performance and the Pedagogical Potential of Self-Documentation

Autor/in	Harper, Jamie
Titel	Learning to Play with Memory: Participatory Performance and the Pedagogical Potential of Self-Documentation
Quelle	In: Research in Drama Education, 27 (2022) 1, S.19-39 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2021.1986377
Schlagwörter	Creativity; Role Playing; Drama; Memory; Participation; Foreign Countries; Drama Workshops; Documentation; Exhibits; United Kingdom (London) + Suchen Sie Ihr Suchwort? Kreativität; Rollenspiel; Schauspiel; Gedächtnis; Teilnahme; Ausland; Schauspielunterricht; Dokumentation
Abstract	Recent proliferation of participatory performance forms has prompted debate on the agency of participants. Consideration of agential potential must go beyond the enactment of the work, however, to assess how participatory experiences can be self-documented and how such records may inform artistic pedagogy. Through discussion of a creative learning project on live action role-play design, facilitated by the author in 2018, pedagogy is reconceived as a curatorial practice that provides frameworks for co-creative learning. Self-documentations of play experiences can, subsequently, be understood as gifts that extend the agency of participants, calling for reciprocal responses from new generations of players. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01