#4388. Learning to play with memory: participatory performance and the pedagogical potential of self-documentation

August 2026publication date
Proposal available till 12-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Literature and Literary Theory;
Visual Arts and Performing Arts;
Education;
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More details about the manuscript: Arts & Humanities Citation Index or/and Social Sciences Citation Index
Abstract:
Recent proliferation of participatory performance forms has prompted debate on the agency of participants. Consideration of agential potential must go beyond the enactment of the work, however, to assess how participatory experiences can be self-documented and how such records may inform artistic pedagogy. Through discussion of a creative learning project on live action role-play design, facilitated by the author in 20XX, pedagogy is reconceived as a curatorial practice that provides frameworks for co-creative learning. Self-documentations of play experiences can, subsequently, be understood as gifts that extend the agency of participants, calling for reciprocal responses from new generations of players.
Keywords:
documentation; participatory performance; pedagogy; play; the curatorial

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