Overview

This book uses the metaphors of practice spaces and practice sessions to demonstrate the connection between creative and performance practices, and critical pedagogy. It offers a conceptual framework for using performance and creative practices as starting points for developing philosophies and practices of teaching that are grounded in aesthetic, creative, and critical approaches to education. The practice sessions for pedagogy presented include a range of creative endeavours, such as performance workshops, musical routines, crafting practices, and writing. By focusing on the critical function of creative practices, the book emphasizes the ways creativity can reveal the relationship between everyday acts, and social and cultural ideologies and structures. Creative practices also present the opportunity for imagining new, more socially just and inclusive, configurations of these relationships. This book is designed for teachers and students interested in critical pedagogy, performance,and creative educational practices.

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9783319854243

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Reviews

“Creating Performances for Teaching and Learning: A Practice Session for Pedagogy offers a jolt of inspiration for teachers, artists, creative practitioners, activists, and students committed to pedagogical processes and educational spaces as potentially transformative realms. … This book should appeal to scholar-artists, activists, teachers-in-training, arts facilitators, and graduate and undergraduate students invested in social justice-based teaching and learning, particularly in the fields of performance studies, communication, education, cultural studies, theater, art, music, and creative writing.” (Deanna B. Shoemaker, Text and Performance Quarterly, January 28, 2021)

Creating Performances for Teaching and Learning: A Practice Session for Pedagogy offers a jolt of inspiration for teachers, artists, creative practitioners, activists, and students committed to pedagogical processes and educational spaces as potentially transformative realms. ... This book should appeal to scholar-artists, activists, teachers-in-training, arts facilitators, and graduate and undergraduate students invested in social justice-based teaching and learning, particularly in the fields of performance studies, communication, education, cultural studies, theater, art, music, and creative writing. (Deanna B. Shoemaker, Text and Performance Quarterly, January 28, 2021)

Author Information

Chris McRae is an assistant professor in the Department of Communication at the University of South Florida, USA, where he teaches courses in Performance Studies. He is the author of Performative Listening: Hearing Others in Qualitative Research and several essays on music, pedagogy, and listening. Aubrey Huber is an instructor and Director of Public Speaking in the Department of Communication at the University of South Florida, USA, where she teaches courses in Performance Studies and Pedagogy.

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