Performing Arts
Performing Punctuation
Performing Punctuation gathers writers/performers to highlight, question and contest colonising facets of English language punctuation, while looking for ways to reveal and rarefy these proprietary rules such that they are responsive, playful, generous, generative, and ultimately more inclusive.
A transdisciplinary collaborative book that brings awareness to the limiting effects of the prevailing dominance of English language and its vociferous use of punctuation. The book's content and design is guided by this question: How can English language punctuation discard its domineering and strident overcoat to enable a greater diversity of readers, listeners, performers, writers, and practices?
Performing Punctuation, bears out digressions, indiscretions, transgressions and fabulations of grammatical marks unfaithful to propriety. It makes public an on-going and refreshed movement to play humorously and tenaciously with those small but powerful writing marks that regulate, discipline and structure textual language and spoken discourse. These marks, symbols and rule-makers are anything but a mere neutral grammatical systems; they are language gremlins and pixies; inflecting and infecting agents with histories, voices and messages of their own accord. These marks are understood as part and parcel to the on-going colonising history of the English language.
The collection brings together of a range of voices – Māori and Pākehā – and the collaborative editorial relationship with contributors allows conversation to develop between the elements of the book.
Matrescence and Performance
Becoming/Unbecoming
An exploration of what performance can do to expand conventional representations of becoming a mother. Maternal bodies and processes of pregnancy, childbirth and sustenance have historically been depicted in art and literature as variously uncanny, abject, grotesque, monstrous, and hybrid.
Societal conventions and myths around what makes a good or bad mother have limited the representations of maternal ambivalence and labour. Lived experiences of matrescence as depicted by mothers themselves have remained almost invisible with little exposure in galleries or mainstream art and media. Challenging complex and disparaging representations, or the erasure and invisibility of experiences of matrescence altogether, contemporary mother/artists working in the field of performance use their live bodies to subvert dominant images of conventional myths of motherhood.
Using strategies of mimesis, liveness, embodiment, relationality, and performativity to render their own matrescent bodies, these artists explore historically pejorative theoretical concepts and aesthetics in new, feminist ways. This book frames performance as a site where becoming a mother can be understood as both a becoming and an unbecoming to expand understandings of matrescence.
Theatre, Globalization and the Heteroglobal Method
This volume documents the current scholarly and artistic practices surrounding comparison and globalisation in theatre in five geographic locations that imagine themselves as global centers of knowledge exchange.
Explores the notion of a heteroglobal approach to understand global circulation of performance. This approach starts with the local theoretical and philosophical frameworks from five imagined centres and then considers the knowledges about art and globalisation that emerge from a combination of these concepts. These “imagined centers”, each containing a rich array of discourses, are South Africa, the U.S. and U.K., China, Japan, and Nigeria.
By considering “comparison” and “intercultural theatre (to use culturally specific names for a range of pursuits) as practiced in each of these local contexts as they theorize the global, this volume advances a more globally-inflected approach to studying globalization through a theoretically pluralistic matrix of different modes of comparison and interculturalism.
Dancing Place
Scores of the City, Scores of the Shore
The book explore how dance practices can be embodied through relationships with the environment. The book begins with discussing somatic experiences of being in Place; including discussing a sense of belonging to the environment through responsive movement. The second part offers infrastructures (scores) for generative movement drawn from transdisciplinary workshops. The book presents text, poetic prose, and image.
Dancing Place: Scores of the City, Scores of the Shore reveals the collaborative choreographic making process as a way of being in the world. In the book the authors story their experiences of working with scores as ways of noticing, sensing and bringing focus to moments within the assemblage of environments of which we are a part.
Still Moving
Conversations with Senior Professional Dancers Still Performing
The concept of this book is ‘dance and ageing’ and is driven by the possibility that everybody in the Western dance community, in particular young dance students, but also readers beyond the parameters of dance, will profit if the voices of senior professional practitioners are heard.
It features dancers from USA, Canada, UK, Europe and Australia, all interviewees are practitioners of stature and prominence who continue to contribute, despite ageism, to the dance industry. They are inspiring role models for younger dancers but also for an ageing demographic in society; it is a celebration of the body and the indomitable urge to create and express.
Conversations with twenty senior professional dancers explore how they sustain performing despite the inground ageism that exists through society and is mirrored within the dance world. This cohort of older dancers, aged between 41 and 107, illuminate inspiring life stories that convey their passion to continue performing, while overcoming the prejudices in an artform that champions youth.
Dance practitioners remaining active and relevant throughout the life stages is an area of growing interest, particularly in community dance, health and wellbeing. This would inspire all dancers to follow in their footsteps, to believe that diversity and inclusion would widen the boundaries within Western dance culture and eradicate bias. Further interest from an older demographic who enjoy watching dance or dance themselves, who would appreciate their representation in a book that reveals the positive attributes ageing can bring. It also has the potential to reach an anti-ageing reader as well as a dance reader. The book has a broad appeal not just within Western dance culture but also where ageing/ageism is a prominent concern within Western society.
Vernacular Theatre
Making Theatre with Community
Between 1989 and 2020 Jonathan Petherbridge worked as the Artistic Director of a community-based theatre company - London Bubble. This longer than average tenure allowed him time to forge a close working relationship with the community and develop new ways to involve people of all ages in theatre-making.
Out of a slew of projects emerged a particular methodology to make work that was researched, curated and performed by citizens between the ages of 8 and 80. The process that emerged was called Foraging – a methodology carefully divided into five phases, which attempts to bring the best out of both voluntary and specialist artists – making time and space for them to create theatre that has a striking beauty and an ingrained aesthetic of care. Vernacular Theatre describes the result – the aesthetic.
The case studies - based on work with citizens of London and Hiroshima - examine how this theatre has valued key moments of communal history, contemporary issues and everyday institutions. The book suggests reasons and techniques for others to make similar work. Concluding with a reflection on the pre-classical Chorus of Greek Theatre where original work was produced to celebrate events with and for the community, this book proposes a new genre – a social and intergenerational art form that invites people to gather and share their life experience, concerns and creativity.
Theatricality Beyond Disciplines
This book expands on theories of "theatricality" in French and critical studies, adopting a transdisciplinary approach that reaches beyond performance studies into poetry, media technology, translation, and psychoanalytic theory.
Building on Artaud’s concept of theatre as a "plague"—an unpredictable, cataclysmic, and contagious force that disrupts power structures and knowledge—the book challenges Aristotelian norms of theatre as a medium of "healing" and "teaching." Instead, theatricality emerges as a force of radical disruption, what Artaud called "the return of the repressed," demanding openness to otherness.
The chapters present theatricality as primarily aural rather than visual, inciting "paranoiac listening," invoking unretrievable "primal scenes," and allowing unconscious "psychic" contamination. "Theatricality" is explored through works by Artaud, Genet, Novarina, and Koltès, but also Freud, Barthes, Kristeva, Girard, and Derrida. Each writer challenges the premises of their own artistic genres and fields of study, questioning binary systems like artistic production versus theoretical articulation, the technological versus the natural, and art versus life.
As shown, these binaries underpin mechanisms of repression, sacrificial violence, and the exclusion of the voiceless other. The book assigns a generative function to traditionally maligned notions like unintelligibility, madness, marginality, contagion, and criminality.
Drama for Schools and Beyond
Transformative Learning Through the Arts
Transformative Professional Learning in Arts Integration invites educators and artists to name and center dilemma, discovery, and learning at the core of their collaborative efforts to improve the learning culture of classrooms through the arts. A dilemma comes in many forms.
Personal and programmatic dilemmas are often the result of a rupture between personal belief and the requirements of a system. The rupture - or dilemma - seeds a desire for something new, something better. However, as Queensland Aboriginal activists remind us, we must address our own bias and power in relationship to those we presume to support: "If you have come to help me, you are wasting your time; but if you are here because your liberation is bound up with mine, then let us work together.” This text, therefore, shares the stories of individuals working towards collective educational improvement and change.
It is a story of failure and possibility, about individuals “bound up with” with each other, harnessing the power of the arts, in the common effort to make education more just and equitable for all.
Drama for Schools and Beyond: Transformative Learning Through the Arts, tells the story of twenty years of research and practice grounded in the Drama for Schools (DFS) professional development learning model based at The University of Texas at Austin, USA.
This book offers a critical look at the evolution of Drama for Schools through the learnings of its leaders and participants. It also gathers stories from partners across the globe who have adapted and built upon this model at their own sites. It is a primer for how to centre teacher and student inquiry and learning at the core of educational improvement. It is an invitation for teachers, administrators, and researchers to address their own bias and power in relation to those they aim to support.
Throughout, the authors show that by integrating the arts across education, new networks of possibility can be grown, to create a more just and equitable education for all.