Discusses interrelations between painting and video art. Argues that once the surface of the painting is thought of in relation to the membrane of the eye as if the painting's surface were part of the eye itself, the painting's surface would have to be thought of as a membrane of visible excitation that is hard to separate from vision.
Art students who experiment, think differently and take risks are often praised for their efforts. But what happens when students become interested in developing performance-based work involving risk of injury and physical pain?
A reengagement with four workshops, facilitated within HZT Belin's BA Dance, Context, Choreography programme between 2014-2016. Consists of four publications, reflecting on the entanglement of artistic and pedagogic practices.
At the start of 2016, DAS Graduate School started operating from its home in Grootlab, Shell’s former laboratory in Amsterdam North. During the transformation of the building the photographer Thomas Lenden documented the process, now the subject od this publication.
In Dutch and English.
Engaging Performance: Theatre as Call and Response presents a combined analysis and workbook to examine “socially engaged performance.” It offers a range of key practical approaches, exercises, and principles for using performance to engage in a variety of social and artistic projects.
A collection of courses and syllabi for reference when teaching performance and live art practices.
“Today's academic discourse is filled with the word 'perform'. Nestled amongst a variety of prefixes and suffixes (re-, post-, -ance, -ivity?), the term functions as a vehicle for a host of contemporary inquiries. For students, artists, and scholars of performance and theatre, this development is intriguing and complex. By examining the history of theatre studies and related institutions and by comparing the very different disciplinary interpretations and developments that led to this engagement, Professing Performance offers ways of placing performance theory and performance studies in context. Shannon Jackson considers the connection amongst a range of performance forms such as oratory, theatre, dance, and performance art and explores performance as both a humanistic and technical field of education. Throughout, she explores the institutional history of performance in the US academy in order to revise current debates around the role of the arts and humanities in higher education.” This item is referenced in the Dreams for an Institution Guide (P2313).
A collection of work by graduates of MA Performance Writing Darlington College of Arts 2006.