Overview
This companion to Leap into Action: Critical Performative Pedagogies in Art & Design Education extends the research and the argumentation addressed in the monograph and provides (further) practical insight into how one might apply performative pedagogy in class, including what performative teaching and learning looks like day to day and what technoparticipation entails. This publication operates as an instruction manual on the sophisticated deployment of performative strategies in practice. Each contribution embraces an easy-to-follow presentation style that starts with a contextual introduction outlining a specific innovative pedagogic performative strategy. The strategy is then laid out as a set of instructions (think Fluxus for teachers), with self-reflective discussion to conclude. This echoes a three-stage learning process: Anticipation, Action and Analysis, a reflective model of practice for you to use and adapt to suit your own practice trajectories.
Full Product Details
Author: Lee Campbell
Publisher: Peter Lang Publishing Inc
Imprint: Peter Lang Publishing Inc
Edition: New edition
Weight: 0.228kg
ISBN: 9781433166440
ISBN 10: 1433166445
Pages: 10
Publication Date: 14 January 2020
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: Manufactured on demand
We will order this item for you from a manufactured on demand supplier.
Reviews
There is lots of talk these days about experiential learning, flipped classrooms, and reflective practice, but so often the implementation falls back into a handful of top-down paradigms. Not so with this collection, which explodes the familiar and expands what is possible. These exercises could be adapted and directly applied to new contexts, but more importantly, they model a wider range of speculative thinking that resonate well beyond the creative arts. -Theron Schmidt, School of the Arts & Media, UNSW Sydney With higher education under attack on all fronts, normative educational practices remain dominant and risk-taking is diminishing. Campbell's advocacy for a set of critical performative pedagogies that provoke through troublesome knowledges, radical subject positions and liminal sites of learning couldn't be more urgently needed. Read this timely instruction manual, disrupt the status quo, create eventful spaces for critical politicized thinkers and make a giant leap for experimental praxis possible. -Gillian Whiteley, Loughborough University An important and timely intervention, this companion to the Leap into Action volume provides a rich resource for teachers and students looking for new strategies or to refresh established ones. Readers will be challenged and inspired to re-think their practices and will find new methods for disrupting pedagogic expectations in creative and bounded ways. -Jennifer Fraser, University of Westminster
With higher education under attack on all fronts, normative educational practices remain dominant and risk-taking is diminishing. Campbell's advocacy for a set of critical performative pedagogies that provoke through troublesome knowledges, radical subject positions and liminal sites of learning couldn't be more urgently needed. Read this timely instruction manual, disrupt the status quo, create eventful spaces for critical politicized thinkers and make a giant leap for experimental praxis possible. -Gillian Whiteley, Loughborough University There is lots of talk these days about experiential learning, flipped classrooms, and reflective practice, but so often the implementation falls back into a handful of top-down paradigms. Not so with this collection, which explodes the familiar and expands what is possible. These exercises could be adapted and directly applied to new contexts, but more importantly, they model a wider range of speculative thinking that resonate well beyond the creative arts. -Theron Schmidt, School of the Arts & Media, UNSW Sydney An important and timely intervention, this companion to the Leap into Action volume provides a rich resource for teachers and students looking for new strategies or to refresh established ones. Readers will be challenged and inspired to re-think their practices and will find new methods for disrupting pedagogic expectations in creative and bounded ways. -Jennifer Fraser, University of Westminster
Author Information
Lee Campbell, PhD received his doctorate from Loughborough University, United Kingdom in 2016. He is an artist and Lecturer in Academic Support at University of the Arts London. His previous publications include PARtake: The Journal of Performance as Research, Body Space Technology and Performance Paradigm.
