Performance, Pottery and Pliers: Rupturing Play with Bodies and Things

Autor/inn/en	Pennington, Casey; Wohlwend, Karen; Davis, Summer J.; Scott, Jill Allison
Titel	Performance, Pottery and Pliers: Rupturing Play with Bodies and Things
Quelle	In: English Teaching: Practice and Critique, 19 (2020) 4, S.433-445 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-11-2019-0142
Schlagwörter	Play; Art Activities; Performance; After School Programs; Adolescents; Females; Compliance (Psychology); Ceramics; Literacy + Suchen Sie Ihr Suchwort? Spiel; Künstlerische Tätigkeit; Achievement; Leistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Keramik; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Purpose: This paper aims to examine tensions around play, performance and artmaking as becoming in the mix of expected and taken-for-granted discourses implicit in an after-school ceramics makerspace (Perry and Medina, 2011). The authors look closely at one adolescent girl's embodied performance to see how it ruptures the scripts for compliant bodies in the after-school program. While these performances take place out-of-school and in an arts studio, the tensions and explorations also resonate with broader issues around student embodied, performative and becomings that run counter to normalized school expectations. Design/methodology/approach: A contemporary approach to nexus analysis (Medina and Wohlwend, 2014; Wohlwend, 2021) unpacked two critical performative encounters (Medina and Perry, 2011) using concepts of historical bodies (Scollon and Scollon, 2004) informed by sociomaterial thing-power (Bennett, 2010). Findings: Playing while painting pottery collides and converges with the tacitly desired and expected ways of embodying student in this after-school artspace. Emily's outer-space alien persona ruptured expected discourses when her historical body and embodied performances threatened other children. While her embodied performances facilitated her becoming a fully present participant in the studio, she fractured the line between play and reality in violent ways. Originality/value: As literacy researchers, the authors are in a moment of reckoning where student embodied performances and historical bodies can collide with all-too-real violent threats in daily lives and community locations. Situating these performances in the nexus of embodied literacies, unsanctioned play and thing-power can help educators respond to these moments as ruptures of tacit expectations for girlhoods in school-like spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01