Towards planetary performance pedagogy: digital companions in multipolar classrooms. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Cervera, Felipe; Schmidt, Theron; Schwadron, Hannah
• Is Part Of: Theatre, dance and performance training. Volume 12:Issue 1(2021)
• Page Start: 20
• Page End: 39
• Publication Date: 2021-01-02
• Subjects: multipolar classrooms -- collaborative and remote teaching -- planetary performance pedagogy -- digital companions; Dance -- Periodicals; Performing arts -- Periodicals; Theater -- Periodicals; 790.205
• DOI: 10.1080/19443927.2020.1829694
• Languages: English
• ISSNs: 1944-3927

Abstract

Abstract : This article proposes 'planetary performance pedagogy' as a theoretical and practical framework for spatially and temporally distributed teaching and training in higher education, combining remote and experiential modes of interaction to facilitate an awareness of multiple planetary perspectives. Our argument deploys the creative potential of several concepts that we develop within this framework: the idea of the planetary classroom, the digital companion, and the multipolar performance prompt. We develop these concepts in relation to a series of experiments conducted by the authors using mobile technologies and video-conferencing platforms in performance pedagogy and training settings, connecting across different continents (North America, Australia, and Asia) with a focus of activity around a Practice Research class at LASALLE College of the Arts in Singapore. In using asynchronous communication over Telegram text and video messages, collaborative Google Docs, and multimodal performative lectures over Zoom, our research questions have taken on an even more urgent dimension as the COVID-19 pandemic has radically transformed the delivery of higher education, as well as our wider awareness of the economic and material flows of globalisation. But we argue that the experiential and somatic values of performance might find new manifestations in a technologically distributed teaching practice, complicating the binary model of face-to-face versus anonymous multi-user, and instead creating hybrid and multi-bodied ways of moving through and engaging with the world and its pedagogical and technological inequalities.