Collaborators and hecklers: Performative pedagogy and interruptive processes
| dc.contributor.author | Campbell, Lee | |
| dc.contributor.editor | Piazzoli, Erika | en |
| dc.contributor.editor | Donnery, Eucharia | en |
| dc.date.accessioned | 2022-03-02T10:32:25Z | |
| dc.date.available | 2022-03-02T10:32:25Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation. | en |
| dc.description.status | Peer reviewed | en |
| dc.description.version | Published Version | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Campbell, L. (2017) 'Collaborators and hecklers: Performative pedagogy and interruptive processes', Scenario: A Journal of Performative Teaching, Learning, Research, XI(1), pp. 33-71. https://doi.org/10.33178/scenario.11.1.5 | en |
| dc.identifier.doi | 10.33178/scenario.11.1.5 | |
| dc.identifier.endpage | 71 | |
| dc.identifier.issn | 1649-8526 | |
| dc.identifier.issued | 1 | |
| dc.identifier.journalabbrev | Scenario | en |
| dc.identifier.journaltitle | Scenario: A Journal of Performative Teaching, Learning, Research | en |
| dc.identifier.startpage | 33 | |
| dc.identifier.uri | https://hdl.handle.net/10468/12678 | |
| dc.identifier.volume | XI | |
| dc.language.iso | en | en |
| dc.publisher | Department of German, University College Cork | en |
| dc.relation.uri | https://journals.ucc.ie/index.php/scenario/article/view/scenario-11-1-5 | |
| dc.rights | © 2017, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | en |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.title | Collaborators and hecklers: Performative pedagogy and interruptive processes | en |
| dc.type | Article (peer-reviewed) | en |
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