I have had my paper proposal accepted for Provocative Pedagogies: Performative Teaching and Learning, which runs 14/10/17 at the University of Lincoln. Unfortunately this symposium will clash with ISSOTL17, Shift/Work have already been accepted to deliver a paper and poster presentation at this conference. I will have to make a decision about which to pursue but my inclination is to present at Provocative Pedagogies as it will allow me to directly discuss and get feedback on my primary research. This decision may already be made for me due to costs as ISSOTL17 is in Calgary (CA) and will require substantial funding to attend (with the conference attendance fee being $500 alone). There has been no clarification from the conveners regarding whether they are interested in me restaging M.V.S.E at the conference but if I can do both that and the paper presentation it could be a really useful trip that will allow me to further playtest and hone the workshop as well as the research.
M.V.S.E: Workshops as Performative Environments for Artistic Learning
Motor Vehicle Sundown (Event) (M.V.S.E) is a workshop model adapted from George Brecht’s 1960 ‘event score’ of the same name. Initially commissioned by Many Studios in Glasgow (2016) M.V.S.E has been further playtested at the Icelandic Academy of the Arts (2016). Influenced by the ludic approach of Fluxus practices, the M.V.S.E workshop encourages participants to work in groups and engage in critical play by using performance instructions (distributed through a system of cards and dice) as material from which to collectively notate a score. Groups then perform their scores in a vehicle at a communally agreed location during sundown.
For Provocative Pedagogies: Performative Teaching and Learning, I will reflect on how the M.V.S.E workshop negotiates performative processes of extended (Clark & Chalmers, 1998; Rupert, 2009;), distributed (Malfouris, 2013), and embodied (Noland, 2009) cognition. This approach will outline how workshops are paragogical (Corneli & Dandoff, 2012) environments for collectively learning and producing knowledge. I will focus on how workshops can deploy the performativity of play as a critical means to metacognitively (Schoenfeld, 1987) consider and adapt our own learning practices, and through this process address how and what we might learn from one another.
If the convenors of the conference are open to a further proposal, I would be happy to run the M.V.S.E workshop in conjunction with the conference. Due to its time-specific nature, it would have to occur at the end of the day potentially as an optional activity (sunset in Lincoln is 6:08pm on October 4th).
Clark, A. and Chalmers, D. (1998). The Extended Mind. Analysis, 58(1), pp.7-19.
Corneli, J. and Danoff, C. (2012). Paragogy. Winnetka, IL: Pub Dom Ed Press.
Malfouris, L. (2013). How things shape the mind: A theory of material engagement. Cambridge, MA: MIT Press.
Noland, C. (2009) Agency & Embodiment: Performing Gestures/Producing Culture. Cambridge, MA: Havard University Press.
Rupert, R. (2009) Cognitive Systems and the Extended Mind. New York, NY: Oxford University Press.
Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hilldale, NJ: Lawrence Erlbaum Associates.
Due to word restrictions the proposal is more terminology-heavy, but, to describe the M.V.S.E workshop model and propose a talk about it within the word count required shorthand that signaled where I am drawing my terms from. This symposium will come at a time when I hope to have concluded writing about these aspects of my thesis report, it would be a useful opportunity to present and gather feedback on my articulation of M.V.S.E and the types of learning it exemplifies.