Applying Performance: Live Art, Socially Engaged Theatre and by N. Shaughnessy

By N. Shaughnessy

This ebook attracts upon cognitive and have an effect on thought to check functions of up to date functionality practices in academic, social and group contexts. The writing is located within the areas among making and function, exploring the strategies of making paintings outlined variously as collaborative, participatory and socially engaged.

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Research into the effects of musical training on children indicates the significance of these findings for educational theory; as well as children responding differently to hearing music (with changes observed in structural brain development), musically trained children demonstrated improved verbal memory, literacy, visiospatial processing, numeracy and IQ in comparison to untrained peers. Research with adult musicians and non-musicians has produced similar findings: The results suggest … that the effects of musical experience can be seen early in development.

Pierre Bourdieu refers to a form of symbolic violence associated with the phrase ‘cultural development:’ (Bourdieu, 1984). Cultural hegemony in various manifestations can be seen to have operated through many of the international ‘aid’ and ‘development’ programmes established in the late part of the twentieth century. There is a danger that interventions proposed in the name/service of ‘development’ perpetuate the ideologies of the funders and this can threaten existing cultural practices. Critics of TfD recognize this tendency and advocate the need for an alternative paradigm – one which recognizes and values ‘local’ cultural practices and respects the integrity of the existing culture.

Using performance methodologies in social, educational and community contexts creates environments in which the participatory subject actively engages in the process of knowledge and identity production. The developing dialogue between educational theorists, psychologists and cognitive, affective and social neuroscience is transforming our understanding of how learning occurs. Recognition of the dynamic relations between emotion and cognition (Immordino-Yang and Damasio, 2007), the interplay between body and mind (Damasio, 1999, 2003, 2010) and the relationship between nature and nurture in recognizing the importance of the social environment in knowledge formation (Immordino-Yang and Damasio, 2007; LeDoux, 2002; Pinker, 2002) are all insights with profound implications for pedagogic theory and practice.

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