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Relevant bibliographies by topics / Critical Performance Pedagogy

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Journal articles
Dissertations / Theses
Books
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Academic literature on the topic 'Critical Performance Pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Critical Performance Pedagogy"

1

MacDonald, Shauna M. "Performance as Critical Posthuman Pedagogy." Text and Performance Quarterly 34, no. 2 (2014): 164–81. http://dx.doi.org/10.1080/10462937.2014.880125.

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Denzin, Norman K. "A critical performance pedagogy that matters." Ethnography and Education 4, no. 3 (2009): 255–70. http://dx.doi.org/10.1080/17457820903170085.

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Huber, Aubrey A., and Chris McRae. "Wunderkammer: the performance showcase as critical performative pedagogy." Text and Performance Quarterly 39, no. 3 (2019): 285–304. http://dx.doi.org/10.1080/10462937.2019.1643905.

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Tintiangco-Cubales, Allyson, Arlene Daus-Magbual, Maharaj Desai, Aldrich Sabac, and Maynard Von Torres. "Into our hoods: where critical performance pedagogy births resistance." International Journal of Qualitative Studies in Education 29, no. 10 (2016): 1308–25. http://dx.doi.org/10.1080/09518398.2016.1201165.

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Garoian, Charles R. "Performance Art as Critical Pedagogy in Studio Art Education." Art Journal 58, no. 1 (1999): 57. http://dx.doi.org/10.2307/777882.

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Garoian, Charles R. "Performance Art as Critical Pedagogy in Studio Art Education." Art Journal 58, no. 1 (1999): 57–62. http://dx.doi.org/10.1080/00043249.1999.10791920.

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Johnson, Amber. "My History of History." Departures in Critical Qualitative Research 6, no. 2 (2017): 98–100. http://dx.doi.org/10.1525/dcqr.2017.6.2.98.

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Huber, Aubrey A., and Chris McRae. "Collaborative Directing and Teaching." Departures in Critical Qualitative Research 3, no. 3 (2014): 264–82. http://dx.doi.org/10.1525/dcqr.2014.3.3.264.

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In this essay, the relationship between directing and critical approaches to pedagogy is considered as a starting place for theorizing directing as an act of critical performative pedagogy. Performance and directing create opportunities for relational, collaborative, and experiential approaches to students, learning, and the classroom. Connecting critical approaches to pedagogy with the act of directing offers new ways of conceptualizing both the act and the role of the director, as well as transforms the way we approach and work to enact critical performative pedagogy in our classrooms.

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Cooke, Steven, and Donna-Lee Frieze. "Imagination, performance and affect: a critical pedagogy of the Holocaust?" Holocaust Studies 21, no. 3 (2015): 157–71. http://dx.doi.org/10.1080/17504902.2015.1066057.

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Cho, Jeasik. "On Critical Performance Race Theory: Principles, Pedagogy, and Loving Community." Multicultural Education Review 4, no. 2 (2012): 1–37. http://dx.doi.org/10.1080/2005615x.2011.11102892.

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Dissertations / Theses on the topic "Critical Performance Pedagogy"

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Carruthers, Jean Catherine. "Performance as a platform for critical pedagogy in social work education." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205094/1/Jean_Carruthers_Thesis.pdf.

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The aim of this research is to discover whether and how 'critical performance pedagogy' (CPP) is a strategy for students to think critically about the ways they link theory and practice in social work using theatrical performance as a platform. Using critical thematic and critical discourse analysis of qualitative interviews, video recorded performances and corresponding texts, this research has uncovered the various ways CPP supports critical and collaborative engagement in social work. The research indicates, students initially develop social and political analysis, make relevant links betwe

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McRae, Chris. "Hearing Miles Davis: A Pedagogy of Autobiographical Performance and Jazz." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/358.

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This dissertation argues for a relational ethic of listening that emphasizes the pedagogical role of the listener as a student in dialogically hearing, producing, and responding to the other. This ethic of listening works to hear possibilities amongst differences, and to ethically account for and learn from the cultural, historical, and embodied differences of the other as they are produced relationally amongst macro-structures and micro-practices. In order to develop this ethic of listening, I pay specific attention to my solo autobiographical performance, Miles away from "The Cool," in whic

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Swearingen, Elizabeth. "The performance of identity as embodied pedagogy : a critical ethnography of Civil War reenacting /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2004.<br>Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

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Deal, Claire Elizabeth. "Collaborative theater of testimony performance as critical performance pedagogy implications for theater artists, community members, audiences, and performance studies scholars /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3356.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 244. Thesis director: Lorraine A. Brown. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Cultural Studies. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 228-243). Also issued in print.

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Yeomans, Melinda L. "(RE)CLAIMING THE INTELLIGENT HEART: A CRITICAL PEDAGOGUE'S JOURNEY TOWARD CONNECTED SCHOOLING." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/869.

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As a committed social justice educator, I share in this dissertation a theoretically informed instructional autoethnography of my time teaching and researching as a Language Arts and Speech teacher across two different public high schools and two different school years. My story of learning to embody the values and practices of progressive teaching arises from the central research questions: "How can I, a self-identified progressive Language Arts educator committed to social justice, learn to implement critical, democratic, responsive, and holistic pedagogy as a public high school teacher in t

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Hao, Richie Neil. "(Mis)Diagnosing Silence: A Cultural Criticism of the Virginia Tech News Coverage of Silence as Public Pedagogy." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1797219621&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Speech Communication." Keywords: Critical pedagogy, News coverage, Performance, Public pedagogy, Silence, Virginia Tech, Virginia Polytechnic Institute and State University. Includes bibliographical references (p. 181-200). Also available online.

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Abraham, Jacob G. "Breach: Understanding the Mandatory Reporting of Title IX Violations as Pedagogy and Performance." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6790.

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This dissertation examines how institutions generate, teach, and authorize normative performances through texts and/as pedagogical practices. Through an analysis of the University of South Florida’s mandatory reporting policy, training, and Title IX Incident Report Form, this project examines how institutions construct and privilege certain values, performances, and individuals as means of generating the legal compliance of the institution independent. These practices are valued independent of how such compliance enables and limits the relationship between students a

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Martínez, Ángel Luis. "Young, Gifted, and Brown: Ricanstructing Through Autoethnopoetic Stories for Critical Diasporic Puerto Rican Pedagogy." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1445429195.

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Méndez, Barrios Judith Lorena. "Dilatando el efímero. Intervención performativa y pedagógica radical: El caso de Lleca en México." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/145762.

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La acción cultural tiende a la performance, pues se afirma como una acción estética de formación compleja. En ella coexisten percepciones y bienes estéticos tangibles, los cuerpos, e intangibles, las emociones. La experiencia personal y grupal de formación adquiere sentido en las prácticas culturales e implica una revisión de las ideas de arte. Si mi educación personal involucró una didáctica del arte y una educación más amplia, formal e informal, el trabajo de grupo con el colectivo de intervención cultural y artística La Lleca se adscribe, más bien, a la militancia cultural feminista en

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Brinkman, Eric M. "Inclusive Shakespeare: An Intersectional Analysis of Contemporary Production." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595003420023716.

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Books on the topic "Critical Performance Pedagogy"

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Performing Black masculinity: Race, culture, and queer identity. Rowman & Littlefield Publishers, 2006.

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Slam school: Learning through conflict in the hip-hop and spoken word classroom. Stanford University Press, 2011.

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Body knowledge and curriculum: Pedagogies of touch in youth and visual culture. Peter Lang, 2009.

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Bala, Sruti, Milija Gluhovic, Hanna Korsberg, and Kati Röttger. International Performance Research Pedagogies: Towards an Unconditional Discipline? Palgrave Macmillan, 2018.

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Bala, Sruti, Milija Gluhovic, Hanna Korsberg, and Kati Röttger. International Performance Research Pedagogies: Towards an Unconditional Discipline? Palgrave Macmillan, 2017.

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Performance Autoethnography. Routledge, 2018.

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1963-, Alexander Bryant Keith, Anderson Gary L. 1948-, and Gallegos Bernardo P. 1951-, eds. Performance theories in education: Power, pedagogy, and the politics of identity. L. Erlbaum Associates, 2005.

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(Editor), Bryant Keith Alexander, Gary L. Anderson (Editor), and Bernardo Gallegos (Editor), eds. Performance Theories in Education: Power, Pedagogy, and the Politics of Identity. Lawrence Erlbaum, 2004.

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Alexander, Bryant Keith, Anderson Gary L, and Bernardo Gallegos. Performance Theories in Education: Power, Pedagogy, and the Politics of Identity. Taylor & Francis Group, 2004.

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Alexander, Bryant Keith, Anderson Gary L, and Bernardo Gallegos. Performance Theories in Education: Power, Pedagogy, and the Politics of Identity. Taylor & Francis Group, 2004.

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Book chapters on the topic "Critical Performance Pedagogy"

1

Denzin, Norman K. "Critical performance pedagogy." In Performance Autoethnography. Routledge, 2018. http://dx.doi.org/10.4324/9781315159270-14.

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Denzin, Norman K. "Performing critical pedagogy." In Performance Autoethnography. Routledge, 2018. http://dx.doi.org/10.4324/9781315159270-7.

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Watkins, Emma, and Stacy Wolf. "Feminist musical theatre pedagogy." In Teaching Critical Performance Theory. Routledge, 2020. http://dx.doi.org/10.4324/9780367809966-4.

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Chemers, Michael M., and Mike Sell. "From systemic dramaturgy to systemic pedagogy." In Teaching Critical Performance Theory. Routledge, 2020. http://dx.doi.org/10.4324/9780367809966-6.

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Denzin, Norman K. "A Critical Performance Pedagogy That Matters." In Ethnographic Worldviews. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6916-8_17.

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Reinelt, Janelle. "International Education and Critical Pedagogy: The MAIPR Idea." In International Performance Research Pedagogies. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53943-0_2.

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Saafir, I. Malik. "Performance Pedagogy Using the Theater of Justice." In The SAGE Handbook of Critical Pedagogies. SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n111.

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McMorris, Mark. "Performance as Critical Practice: Nourbese Philip’s “Discourse on the Logic of Language”." In Poetry & Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1007/978-1-137-11449-5_11.

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Cloutier, Genevieve, Alison Shields, Lap-Xuan Do-Nguyen, Samira Jamouchi, and Yoriko Gillard. "“Becoming I/We” Together as Critical Performance Pedagogy." In Facilitating Community Research for Social Change. Routledge, 2022. http://dx.doi.org/10.4324/9781003199236-21.

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Holman Jones, Stacy. "Creative Selves/Creative Cultures: Critical Autoethnography, Performance, and Pedagogy." In Creative Selves / Creative Cultures. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47527-1_1.

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Conference papers on the topic "Critical Performance Pedagogy"

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Paul Kawalek, John. "Pedagogy and Process in 'Organisational Problem-Solving'." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2984.

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This paper outlines a case study in which a management development learning process was tightly coupled to organisational change and development objectives. The case discusses how a research and consulting team came together to develop highly reflexive pedagogy to support the work of internal managers who were organised into teams (‘learning sets’ of sorts, but which came to be known as 'ThinkTanks'). These were to undertake ‘organisational problem solving’, which involved the integration of various inquiring activities. These learning sets had as their objective, to help members become cataly

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Genrich, Rohan, Dave Roberts, Aileen Cater-Steel, and Ee Kuan Low. "Connecting with the Y Generation: An Analysis of Factors Associated with the Academic Performance of Foundation IS Students." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2774.

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A strategy to overcome challenges associated with teaching a foundation Information Systems (IS) course to large cohorts of Business students has been highly successful. To further refine the strategy, a survey was conducted to better understand attitudes and computer experience of the students. This study revealed that factors such as gender, age, study mode, type of secondary school attended, level of previous computing studies, perceived knowledge, frequency of use and attitudes towards using computers did not predict academic performance. Academic performance and characteristics of student

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Miyazaki, Shintaro. "Musik für Maschinen?! – Wo sich die Wissenschaft der Medien, des Computers und der Musik treffen und wie sie zusammenarbeiten könnten." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.105.

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Musicology and computer science do not only come together in areas such as the use, analysis and performance of digitized data, but also meet in unexpected places such as in context of critical media studies and inquiries about the material and aesthetic conditions of digitality. Such „exploratory interactions“ with computers and their aesthetics might resonate well with musicology. This mini-contribution firstly presents a historical situation in which for a short period in the 20th century the machinic music of digitality became audible. It then formulates, just as briefly and sketchily, the

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Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a foga

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"Object-Oriented Design of Learning Apps." In International Conference on Signal Processing and Vision. Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.122209.

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In the age of Apps, there has been a widespread proliferation of Learning Apps (LA). Almost every educational institution has been affected since the pandemic. The research indicates that such apps are highly effective for the so-called 'touch-screen' generation in a variety of contexts. Data on LA's performance show that they are associated with compelling increases in student achievement. Recognizing the significance, it is suggested that teachers and other caretakers become involved in this new trend of mobile learning. Despite this, experts generally highlight issues concerning their effec

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Badger, James, and Juman Al Bukhari. "DELIVERING INNOVATIVE, ONLINE TEFL COURSES TO FOSTER PROFESSIONAL DEVELOPMENT AND POSITIVELY IMPACT ENGLISH EARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end039.

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"This paper reports on findings from a U.S. federally-funded research project involving American universities that created online courses to develop Jordanian K-12 English teachers’ instructional strategies and communication skills who are employed in disadvantaged or vulnerable rural and urban schools. The four innovative, online courses address Jordanian English teachers’ desire to motivate learners (Al-efeshat & Baniabdelrahman, 2020), develop students’ critical reading skills (Bataineh & Al-Shbatat, 2018), reduce students’ reading anxiety (Al-Shboul et at., 2013), and foster metaco

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