ew two-book volume:
Leap into Action: Critical Performative Pedagogies in Art & Design Education
Edited By Lee Campbell

For further information, please visit
https://www.peterlang.com/view/title/70799?rskey=Vg0nHd&format=HC


Leap into Action
Critical Performative Pedagogies in Art & Design Education
Edited By Lee Campbell

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 that draws upon the experiences of practitioners. Leap into Action is intended to prompt new angles from which to examine one’s practice including and beyond pedagogy, mainly in terms of art, design and performance, and 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. 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. 
ISBN:978-1-4331-6640-2
DOI:https://doi.org/10.3726/b15265
Formats:EPUBPDFHardback


Table of Contents

Lee Campbell: Introduction: Critical Performative Pedagogies: Principles, Processes and Practices 

Part I: Radical Not-Knowing: Disruptions, Interventions, and Liminalities 

Gustave J Weltsek: A Leap into Dissociated Space: Liminality, Liberation, and Action in Performative Pedagogies 

Mark Ingham: Assembling Agency—Learning in Liminal Spaces 

Glenn Loughran/Peter Bond/Neil Mulholland/Adrian Rifkin/John Seth: Provocation One: The Swerve 

Jo Addison/Natasha Kidd: Regulation, Resistance, Readiness and Care: What Can Be Learnt by Performing the Peripheral Behaviours of Artists? 

Adrian Rifkin/John Seth: Doing Without, Inside. Scenes from a Scenario (Stagings for a Conversation) 

Alex Schady/Steve Fossey/Adam Cooke/Paul Jones/Christabel Harley/Gill Foster/Adrian Lee: Provocation Two: The Art of Interruption 

Fred Meller: Tricks and Erasers: Disruption as Performance Pedagogy 

Gavin Baker: Pausing to (Re)frame: Using Actioning and Positive Reflection in Performative Learning and Teaching 

Peter Bond: Gaps

Christabel Harley: Feelings to Knowledge: The Trouble with Sensations, Matter and Systems 

Part II: Proximities and Encounters: Bodies, Senses and Affects 

Claire Makhlouf Carter: DEMO CHELSEA # 

Lee Campbell: Strange Continuities 

James Layton/Nathan Geering/Paul Vivian/Nic Chalmers/Sarah May/Jo Hassall: Provocation Three: From Space to (Embodied) Place: A Manifesto for Sensory Learning in Site-Specific Practices 

Richie Manu: Beyond the Visual: Exploring the Intersection of Performative Pedagogy, Interaction and Multimodal Interventions in the Creative Classroom 

Simon Taylor: Harnessing the Power of the White Cube: The Contemporary Art Gallery as a Liminal Space for Multisensory Learning 

Lucy Algar: Drawing Performance: Creating Confident Collaborators Through Movement, Mark Making, Dance and Dialogue 

Part III: Technoparticipation: Traversing Physical/Digital Thresholds 

David Parkes/Cathy Gale/Laura Davidson/Pauline de Souza/Aaron D. Knochel: Provocation Four: Transition 

Laura Davidson: How Do You Wish to Be Operated? Cultivating Technological Disruption for Creativity 

Pauline de Souza: Art Apart: Collaboration and Disruption in the Virtual and Augmented Immersive Space

Kevin J. Hunt/Fo Hamblin: Materials in Motion’: Using Film as a Method for Exploring Material Qualities 

Lee Campbell: Provocation Five: Not Enough Immersion? 

Mark Childs/Anna Childs: Relating and Acting: Learning, Embodiment and Performance in Virtual Worlds 

Aaron D. Knochel: Performing the Live Image: Critical Materiality, Visual Culture and Art Education 

Lee Campbell: Conclusion: Critical Performative Pedagogies: Look Before You Leap – Notes on Contributors.

Reviews 

"Leap into Action is an invaluable, much needed extension to our understanding of critical performative pedagogies and the deliberate design of openness in learning experiences. The range of thoughtful case studies demonstrates the role of chance, conversation, enactment, gesture, immersion, interruption, failure, movement, rupture and uncertainty in facilitating agency and enabling students to become politicised active critical thinkers and makers." (Silke Lange, Central Saint Martins, University of the Arts London)

"This edited collection should make you uncomfortable; it is challenging and tricksy and will shift you into a liminal zone. As it makes you rethink your stance it also offers you ways forward and is therefore a 'must read' for anyone in any sphere of higher education who believes there has to be better ways of doing things." (Maggi Savin-Baden, University of Worcester)

" Leap into Action is a timely and lively compendium of the possibilities of a performative arts pedagogy. Set against the chilling effect that neoliberal forms of metricised assessment and satisfaction surveys have upon critical attitudes in the academy, Campbell's book is a clarion call to embrace the risks of active learning. It challenges us to fear not the personal or institutional exposures of performance in the classroom, but instead to be wide-eyed and attentive to what we might learn from it, both about ourselves and our ethical relation to others." (Gavin Butt, Northumbria University, Newcastle)

Leap into Action Companion
Critical Performative Pedagogies in Art & Design Education
Edited By Lee Campbell

For further information, please visit

https://www.peterlang.com/abstract/title/71031?rskey=NikV4r&format=HC

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.

Lee Campbell: Introduction: Critical Performative Pedagogies in Action: Anticipation, Action, and Analysis 

Adrian Lee: The Making Project: Data-Collection, Disruptions and Disconnects in Liminal Spaces 

Jo Hassall: Off the Hostess Trolley: Performative Learning and the Visual Prop
 
Neil Mulholland: Shift/Work: Speculations 

Adam Cooke/Paul Jones: Dot Dot Dash

Cathy Gale: Disco Dissent Collective: A Performative Nexus of the Political, Subcultural and Creative 

Paul Vivian: Performing Interventions: Creative Spatial Interruptions

Gill Foster: Unravelling Hierarchies: Engaging Performative Pedagogies within a Creative, Transnational Partnership to Enhance Socio-Cultural Resilience 

Steve Fossey: Composing the Material of Our Inner Voices: Creative Listening and the Dialogic Self 

Nic Chalmers/Sarah May: Pattern and Process: A Score for Movement-Based Teaching 

Nathan Geering: The Sound of Movement: B-boying to Increase Spatial Awareness 

Lee Campbell: Technoparticipation: Pixels, Palimpsests and Performative Events 

Lee Campbell: Critical Performative Pedagogies in Action: Three, Two, One, Go! 

ISBN:978-1-4331-6644-0
DOI:https://doi.org/10.3726/b15266
Formats:EPUBPDFHardback

Reviews 

“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

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