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{"title":"b12: research or die: The festival for contemporary dance and performance art in Berlin, summer event, July 2022","authors":"Beth Loughran","doi":"10.1386/jdsp_00101_5","DOIUrl":"https://doi.org/10.1386/jdsp_00101_5","url":null,"abstract":"Preview this article: b12: research or die: The festival for contemporary dance and performance art in Berlin, summer event, July 2022, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/jdsp/15/1/jdsp.15.1.141_Loughran-1.gif","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Animation pedagogy often focuses on preparing students for work in the creative industries. As such, story and character development are emphasized over other possibilities of animation practice. However, I argue that movement – as a somatic practice – is fundamental to the task of teaching and learning animation. What better material to work with than the moving body with which we have all been practising since infancy? Yet movement is itself prone to fetishized imagery of hard-bodied frenetic motion that endangers its own body/bodies and habitats. This article explores the image of the soap bubble for thinking about the precarity of creative practice. To imagine the soap bubble as a practitioner of somaticity is to take on an ethics of the moving body that recognizes the precarity with which all bodies move while holding their form. I employ the inherent tensile ‘stretchiness’ of language to imagine what it would be to ‘move like a practising bubble’.
{"title":"Move like a practising bubble","authors":"Rose Woodcock","doi":"10.1386/jdsp_00100_1","DOIUrl":"https://doi.org/10.1386/jdsp_00100_1","url":null,"abstract":"Animation pedagogy often focuses on preparing students for work in the creative industries. As such, story and character development are emphasized over other possibilities of animation practice. However, I argue that movement – as a somatic practice – is fundamental to the task of teaching and learning animation. What better material to work with than the moving body with which we have all been practising since infancy? Yet movement is itself prone to fetishized imagery of hard-bodied frenetic motion that endangers its own body/bodies and habitats. This article explores the image of the soap bubble for thinking about the precarity of creative practice. To imagine the soap bubble as a practitioner of somaticity is to take on an ethics of the moving body that recognizes the precarity with which all bodies move while holding their form. I employ the inherent tensile ‘stretchiness’ of language to imagine what it would be to ‘move like a practising bubble’.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: A Philosophy of Practising With Deleuze’s Difference and Repetition, Antonia Pont (2021) Edinburgh: Edinburgh University Press, 230 pp., ISBN 978-1-47449-046-7, h/bk, £75.00
{"title":"A Philosophy of Practising With Deleuze’s Difference and Repetition, Antonia Pont (2021)","authors":"Oliver Shaw","doi":"10.1386/jdsp_00104_5","DOIUrl":"https://doi.org/10.1386/jdsp_00104_5","url":null,"abstract":"Review of: A Philosophy of Practising With Deleuze’s Difference and Repetition, Antonia Pont (2021) Edinburgh: Edinburgh University Press, 230 pp., ISBN 978-1-47449-046-7, h/bk, £75.00","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the notion of ‘practising’ through the lens of contemporary dance technique training. The author explores the extent to which a ‘reflexive-dialogical’ approach to contemporary dance technique training, which is an approach developed within the context of the author’s own action research, can cultivate a mode of ‘practising’ by emphasizing continuous, processual learning. The reflexive-dialogical approach focuses on positioning both dancer and teacher in a critical relationship with their respective practices; a dialogical mode of learning is used to expose and question the ‘how and why’ of physical and cognitive behavioural dispositions that are acquired through the process of embodying and transmitting dance techniques. Proposing that this critical relationship creates destabilization within the habitus, the author argues that such destabilization is required for teachers and students to notice and disrupt patterns of embodiment in the pursuit of maintaining a curious, practising approach to training that cultivates agency.
{"title":"Destabilizing the habitus in contemporary dance technique training: The ‘reflexive-dialogical’ as a mode of ‘practising’","authors":"Rachel Rimmer-Piekarczyk","doi":"10.1386/jdsp_00099_1","DOIUrl":"https://doi.org/10.1386/jdsp_00099_1","url":null,"abstract":"This article examines the notion of ‘practising’ through the lens of contemporary dance technique training. The author explores the extent to which a ‘reflexive-dialogical’ approach to contemporary dance technique training, which is an approach developed within the context of the author’s own action research, can cultivate a mode of ‘practising’ by emphasizing continuous, processual learning. The reflexive-dialogical approach focuses on positioning both dancer and teacher in a critical relationship with their respective practices; a dialogical mode of learning is used to expose and question the ‘how and why’ of physical and cognitive behavioural dispositions that are acquired through the process of embodying and transmitting dance techniques. Proposing that this critical relationship creates destabilization within the habitus, the author argues that such destabilization is required for teachers and students to notice and disrupt patterns of embodiment in the pursuit of maintaining a curious, practising approach to training that cultivates agency.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article proposes that, alongside the teaching of the specific contents of any practice, we can better apprehend what informs a teaching of practising by invoking the notion of subtractive sensibility . The article disambiguates practices from practising per se, drawing on the author’s existing research in the field of practising theory and the four criteria of practising. The article then explores the idea of the subtractive via the works of philosopher, Alain Badiou and professor of education, Jakob Muth. Three subtractive sensibilities are then proposed: relaxation-in-the-face-of-difficulty, non-purposiveness and acausality . These are relevant to teaching not only discrete practices but also practis ing , where the latter is an approach to doing that invites transformation without undermining steadiness or going via destruction.
{"title":"Teaching practising: Its subtractive sensibilities","authors":"Antonia Pont","doi":"10.1386/jdsp_00103_1","DOIUrl":"https://doi.org/10.1386/jdsp_00103_1","url":null,"abstract":"This article proposes that, alongside the teaching of the specific contents of any practice, we can better apprehend what informs a teaching of practising by invoking the notion of subtractive sensibility . The article disambiguates practices from practising per se, drawing on the author’s existing research in the field of practising theory and the four criteria of practising. The article then explores the idea of the subtractive via the works of philosopher, Alain Badiou and professor of education, Jakob Muth. Three subtractive sensibilities are then proposed: relaxation-in-the-face-of-difficulty, non-purposiveness and acausality . These are relevant to teaching not only discrete practices but also practis ing , where the latter is an approach to doing that invites transformation without undermining steadiness or going via destruction.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the practising of a weekly group dance improvisation practice that has been taking place for more than ten years. The practice was/is instigated by Olivia Millard resulting from a three-year Ph.D. exploration. Although the practice is based in Millard’s own dance interests, the practice is not aimed at ‘teaching’ this practice or suggesting that this model of practising should be adopted or ‘learned’. Instead, the (non-deliberate) teaching that takes place emphasizes the ongoing act of practising itself. This article explores the embodied experiences of practising over time in two parts. The first is written by Millard who describes the way the practising is tied to the use of scores and how the significance of the practising lies in the regular doing of the same thing, over and over again. The second part of the article is written by a long-term participant, Ashlee Barton, who writes from the point of view of participating in this practice regularly and consistently over such a long period of time.
{"title":"Practising sameness: Inside a long-term dance improvisation practice","authors":"Olivia Millard, Ashlee Barton","doi":"10.1386/jdsp_00098_1","DOIUrl":"https://doi.org/10.1386/jdsp_00098_1","url":null,"abstract":"This article describes the practising of a weekly group dance improvisation practice that has been taking place for more than ten years. The practice was/is instigated by Olivia Millard resulting from a three-year Ph.D. exploration. Although the practice is based in Millard’s own dance interests, the practice is not aimed at ‘teaching’ this practice or suggesting that this model of practising should be adopted or ‘learned’. Instead, the (non-deliberate) teaching that takes place emphasizes the ongoing act of practising itself. This article explores the embodied experiences of practising over time in two parts. The first is written by Millard who describes the way the practising is tied to the use of scores and how the significance of the practising lies in the regular doing of the same thing, over and over again. The second part of the article is written by a long-term participant, Ashlee Barton, who writes from the point of view of participating in this practice regularly and consistently over such a long period of time.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article proposes that collectively engaging in modes of practising that intentionally disrupt or queer habitual dynamics facilitates the emergence of transformed pedagogical approaches. It considers how power dynamics inform and emerge from pedagogical encounters between students and lecturer, and how engaging in practising that queers or disrupts these encounters reveals possibilities for teaching performance practice. It focuses on how encounters are spatially influenced and explores practices that disrupt normative ideas about how we position ourselves in space to enact social relations. These ideas are explored through reflecting on working with the MA Drama cohort at the University of South Wales. We explored normative ideas about what constitutes ‘good’ participation and group working practices in relation to the inhabitation of indoor and outdoor spaces and the performance of power. These experiences are considered in relation to failure, the queering of space and neuroqueering.
{"title":"Queering and disrupting as acts of intervention: Proposals for engendering an attitude of practising in the performance workshop space","authors":"Jodie Allinson","doi":"10.1386/jdsp_00093_1","DOIUrl":"https://doi.org/10.1386/jdsp_00093_1","url":null,"abstract":"This article proposes that collectively engaging in modes of practising that intentionally disrupt or queer habitual dynamics facilitates the emergence of transformed pedagogical approaches. It considers how power dynamics inform and emerge from pedagogical encounters between students and lecturer, and how engaging in practising that queers or disrupts these encounters reveals possibilities for teaching performance practice. It focuses on how encounters are spatially influenced and explores practices that disrupt normative ideas about how we position ourselves in space to enact social relations. These ideas are explored through reflecting on working with the MA Drama cohort at the University of South Wales. We explored normative ideas about what constitutes ‘good’ participation and group working practices in relation to the inhabitation of indoor and outdoor spaces and the performance of power. These experiences are considered in relation to failure, the queering of space and neuroqueering.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This editorial is an introduction to the 15.1 Special Issue of Journal of Dance & Somatic Practices ( JDSP ). Written by guest-editor Antonia Pont, this editorial provides readers with an overview of the issue’s focus ‘Teaching Practising’, as well as reflection on the articles and reviews that make up this issue.
这篇社论是对《舞蹈杂志》(Journal of Dance) 15.1特刊的介绍。躯体实践(JDSP)。这篇社论由特邀编辑Antonia Pont撰写，为读者提供了本期重点“教学实践”的概述，以及对本期文章和评论的反思。
{"title":"Teaching practising: Frameworks, experiments, conversations","authors":"Antonia Pont","doi":"10.1386/jdsp_00105_2","DOIUrl":"https://doi.org/10.1386/jdsp_00105_2","url":null,"abstract":"This editorial is an introduction to the 15.1 Special Issue of Journal of Dance & Somatic Practices ( JDSP ). Written by guest-editor Antonia Pont, this editorial provides readers with an overview of the issue’s focus ‘Teaching Practising’, as well as reflection on the articles and reviews that make up this issue.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the importance, and political agency of durational, experiential and process-based creative practice and pedagogical methodologies. I argue these methods resist capitalist models of productivity and efficiency by minimizing the importance of determined outcomes or ‘products’. In turn, this commitment to durational teaching/learning can connect us to different ways of being – promoting a different kind of exchange with the world, and what we expect in return.
{"title":"Nothing is happening","authors":"Katie Lee","doi":"10.1386/jdsp_00102_1","DOIUrl":"https://doi.org/10.1386/jdsp_00102_1","url":null,"abstract":"This article explores the importance, and political agency of durational, experiential and process-based creative practice and pedagogical methodologies. I argue these methods resist capitalist models of productivity and efficiency by minimizing the importance of determined outcomes or ‘products’. In turn, this commitment to durational teaching/learning can connect us to different ways of being – promoting a different kind of exchange with the world, and what we expect in return.","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: Eco Soma: Pain and Joy in Speculative Performance Encounters , Petra Kuppers (2022) Minneapolis, MN: University of Minnesota Press, 280 pp., ISBN 978-1-45296-687-8, e-book, open access
{"title":"Eco Soma: Pain and Joy in Speculative Performance Encounters, Petra Kuppers (2022)","authors":"Miranda Laurence","doi":"10.1386/jdsp_00094_5","DOIUrl":"https://doi.org/10.1386/jdsp_00094_5","url":null,"abstract":"Review of: Eco Soma: Pain and Joy in Speculative Performance Encounters , Petra Kuppers (2022) Minneapolis, MN: University of Minnesota Press, 280 pp., ISBN 978-1-45296-687-8, e-book, open access","PeriodicalId":41455,"journal":{"name":"Journal of Dance & Somatic Practices","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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