Browsing by Subject "improvisering"

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  • Convertito, Giorgio (2020)
    In this thesis I look at some of the ethical issues involved in one-to-one practices, observing how they offer a uniquely compress example of dialogical, experiential and transformative pedagogy, providing the most obvious representation of the meeting with the Other and with the otherness within oneself. I look in particular at the idea of ‘perceived obligation’, the way we respond to a situation as we think we are expected to by an authority figure. Another crucial concept of this research is that of safe space / brave space, a space where risks are acceptable and even welcome, and where a transformative experience can take place. I use Van Manen, Antila and Arao&Clemens to advocate that a safe space cannot be just a container for rules and that there are no universal procedures that can guarantee safety, suggesting instead a dialogical approach. The proposal is that a caring approach to ethics, combined with the integrity, insight, generosity and sensitivity of the practitioner, and a mutual interest and respect for the material, are the ingredients that create a safe environment for learning through transformation. I use my artistic project “Hotel Room Encounters” as a laboratory where the issues mentioned above can be observed and studied. Most of this research is based on observing my own personal experience, but also on comments made by the participants during the encounters as well as in the notes they wrote and left to me after the encounter. The project aims to create a situation favourable to the meeting with the unknown and to a transformative experience. In accordance with Rancière’s and Biesta’s idea that in order to learn and grow, one has to move out of one’s comfort zone, I tried to create the conditions for a safe discomfort and for a gentle push of boundaries; a move into the risk zone designed to set the conditions for an unusual experience and potential for learning something about oneself. I also look at the “Hotel Room Encounter” as improvisational and somatic practice, using my experience in such practices to guide me through the experience of meeting the unknown, especially within the format of one-to-one participatory performance, with what I had no previous experience as a practitioner. I also briefly link this work to my experience of somatic practices and eventually reflect on my positioning as a middle-aged white man in society.
  • Nowack, Maia (2020)
    This is an art-pedagogical thesis that is a continuation of a process of artistic-pedagogical practice as inquiry grounded in my work in Winter 2019-2020 at a vocational special education training program in contemporary dance, where I co-taught with fellow Dance Pedagogy MA student Mercedes Balarezo. Through this process, I came to clarify that I was focusing on what reflections, perspectives, and/or questions emerged when I aimed to artistically-pedagogically explore states of presence in a way that enabled students to be as they are. I was and am not aiming to somehow describe or phenomenologically research the students' experiences or states of presence, but rather to see what reflections, challenges, possibilities, etc. came from a pedagogical process in which my intention was for the students to do that first-person exploration in a way that didn’t demand a certain way of being. I also do not want to generalize anything within this project to any sort of defined populations. My goal is rather to use the intertwining of mine and the students' reflections with existing discourse to open further conversation amongst dance pedagogues. I will discuss elements around exploration, the unknown, reflective practices, and visibility. I am working within a larger context of disability studies, neurodiversity, and mad studies, as well as existing developments and work around disability and/in dance, not in order to make any claims about disability (which is already something that escapes definition) and dance, but rather to bring to the surface questions or approaches that I believe are important to dance pedagogy in many contexts.
  • Turkki, Nella (2020)
    This research aims to examine methods of an artistic-pedagogical process and their potential for working with a diverse group. The theoretical reference point is EcoJustice education, a framework for ecologically and socially just pedagogy. The two research questions are: (1) How can my artistic-pedagogical methods as a dance pedagogue open a dialogue about climate crises, fostering more ecologically and socially just awareness in diverse groups? Moreover, (2) how do my pedagogical methods utilised in the given process of ILMA relate to the EcoJustice framework? The basis of this research is the artistic process of the devised dance performance ILMA (Finnish for “air”) which is the artistic part of my artistic-pedagogical thesis. ILMA is a dance performance about climate emotions and nature relationships in today’s world, and it premiered at the Zodiak New Dance Centre in Helsinki, Finland on 7th of March 2020. The working group of ILMA consisted of a diverse group of people from various backgrounds and aged between 14–84 years, a scenographer, light designer and musician and myself as the facilitator and director. The 13 performers of ILMA were found through an open call and workshop that handled the emotions related to climate change through dialogue, autobiographical writing and dance improvisation. The pedagogical dance practices turned out to foster connection and a sense of belonging in the group, that allowed the participants to reflect on their narratives concerning the bigger picture of our society and the ecosystem in a supportive atmosphere. Through dance improvisation, sensing exercises and embodiment practices, the participants found possibilities to express climate emotions in creative ways of working creating movement material and scenes for the ILMA performance. The analysis of the movement-based methods was framed by three main elements of my pedagogy; diversity, connection, and belonging. From the EcoJustice point of view, dance performance projects like ILMA can also foster the connectedness and feeling of hope due to the practices of recognition and connection. EcoJustice education can also work as a framework for ecologically and socially aware dance pedagogy offering space for imagination, feeling of interconnectedness, and questioning the modern destructive behaviour. To further develop the methods utilised in ILMA, an initial framework of a Pedagogy of (Be)longing was created. The pedagogy is based on the bodily practices that foster diverse ways of knowing. With open dialogue and autobiographical practises it also advances the connection to one’s own body, the others and the more-than-human world – and that way a sense of belonging. The Pedagogy of (Be)longing will be further developed in my future studies and practices.