ear list members,
I’d like to draw your attention to this volume that I have edited as I am sure many of you will find Part III’s emphasis on critical digital performative pedagogy of interest:
PART III TECHNOPARTICIPATION: TRAVERSING PHYSICAL/DIGITAL THRESHOLDS
The final set of discussions explore aspects of the three terms (disruption, intervention, liminality) focusing on the increasing importance of digital and virtual realities in students’ lives to advocate that never has there been a time in which the meanings of access are so broadened via technological mediation – with some chapters emphasising how access via technological mediation draws on all senses.
Full details of the volume and its launch are below.
Best wishes,
Lee
BOOK LAUNCH: ‘LEAP INTO ACTION: CRITICAL PERFORMATIVE PEDAGOGIES IN ART & DESIGN EDUCATION’ at Teaching Platform: UAL x CEMP Creative Methods in Educational Research, December 16th 2019
After three years in the making, please join me for a glass or two at Teaching Platform: UAL x CEMP Creative Methods in Educational Research at London College of Communication on December 16th which includes a launch for my new book volume 'Leap into Action' (Details below)
To attend the event / book launch,
please register here:
https://www.arts.ac.uk/whats-on/teaching-platform-ual-x-cemp-creative-methods-in-educational-research2
Discount vouchers for the volume will be available at the event.
LEAP INTO ACTION: CRITICAL PERFORMATIVE PEDAGOGIES IN ART & DESIGN EDUCATION
EDITED BY DR LEE CAMPBELL Published by Peter Lang USA
This collection comprises of a package of two publications (monograph and companion).
Contributors: Gustave J. Weltsek, Mark Ingham, Glenn Loughran, Fred Meller, Gavin Baker, Peter Bond, Alex Schady, Adrian Rifkin and John Seth, Jo Addison and Natasha Kidd, Christabel Harley, Richie Manu, Simon Taylor, James Layton, Lucy Algar, Claire Makhlouf Carter, Laura Davidson, Mark Childs and Anna Childs, David Parkes, Pauline de Souza, Kevin J. Hunt and Fo Hamblin, Aaron D. Knochel, Adrian Lee, Jo Hassall, Neil Mulholland, Adam Cooke and Paul Jones, Cathy Gale, Paul Vivian, Gill Foster, Steve Fossey, Nic Chalmers and Sarah May, Nathan Geering
Monograph:
https://books.google.co.uk/books/about/Leap_Into_Action.html?id=I5QdxwEACAAJ&redir_esc=y
Companion:
https://books.google.co.uk/books/about/Leap_Into_Action_Companion.html?id=lA0qxwEACAAJ&redir_esc=y
Leap into Action asks: ‘What happens when performative arts meet pedagogy?’ and views performative teaching as building students’ understanding of complex ideas and concepts ‘through action’. It provides the theoretical, philosophical and conceptual terrain by setting forth the scholarly rationale as to what performative pedagogy is at this moment across Art & Design education. Contributions are made from individuals and groups across art and design disciplines who deploy innovative pedagogic approaches with an emphasis on performativity. To underline that Art & Design does not only happen within the institution, Leap into Action provides rich intertextual material demonstrating practical usage in and out of the classroom by bringing in and drawing upon the experiences of practitioners.
As you journey through contributions gaining insight into pedagogic perspectives designed to help you (re)imagine the possibilities, it is intended that Leap into Action will prompt new angles to look at your practice including and beyond pedagogy, mainly in terms of art, design and performance and in disciplines further afield. Whilst Leap into Action engages with performative pedagogies through disruptions, interruptions, tricksters, liminalities, affective bodies, sensory encounters, and technoparticipation, it calls into question what risk-taking means in an arts school context and the tension (even paradox) that exists between wanting to create a safe, welcoming and inclusive environment and provoking students out of their comfort zones through experimental performative pedagogy and playfulness, getting students to critically engage. Whilst engagement with performative strategies may be a ‘risky’ strategy, the rewards can be great. Enter the unknown, take a leap into action and have fun.
The second publication in the Leap into Action volume on critical performative pedagogies extends the research and the argumentation addressed in the monograph and provides (further) practical insight into how one might apply performative pedagogy in class; how it [performative teaching and learning] looks day to day – working with both undergraduate and graduate level students. How can the would-be performative tutor engage in critical performative pedagogies through disruptions, interruptions, tricksters, liminalities, affective bodies, and sensory encounters? This publication operates as an instruction manual that is textbook – oriented for instructors to use as a 'how to' guide on using performative pedagogies, on the sophisticated deployment of performative strategies in action, in practice. Each contribution follows 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.
Dr. Lee Campbell FHEA
Lecturer in Academic Support
Camberwell and Wimbledon
Artist/ Researcher
E: [log in to unmask]
Camberwell, Chelsea & Wimbledon College of Arts (CCW)
University of the Arts London
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