Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts
Relaxed Performance (RP) has emerged as an arts-based praxis implemented across sectors in response to disability and other justice-seeking communities’ desire to access the arts. Across Turtle Island (North America), RP is becoming the “gold standard” for accessible performance arts, as sector norm...
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Liverpool University Press
2022
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Online Access: | https://hdl.handle.net/10214/27007 https://doi.org/10.3828/jlcds.2022.14 |
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ftunivguelph:oai:atrium.lib.uoguelph.ca:10214/27007 2024-01-07T09:38:20+01:00 Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts Collins, Kimberlee Jones, Chelsea Temple Rice, Carla 2022 application/pdf https://hdl.handle.net/10214/27007 https://doi.org/10.3828/jlcds.2022.14 en eng Liverpool University Press Collins, K., Jones, C. T., & Rice, C. (2022). Keeping Relaxed Performance vital: Affective pedagogy in the arts. Journal of Literary & Cultural Disability Studies, 16(2), 179–196. https://doi.org/10.3828/jlcds.2022.14 https://hdl.handle.net/10214/27007 https://doi.org/10.3828/jlcds.2022.14 Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ Relaxed Performance vitality affect crip theory Article 2022 ftunivguelph https://doi.org/10.3828/jlcds.2022.14 2023-12-10T00:02:07Z Relaxed Performance (RP) has emerged as an arts-based praxis implemented across sectors in response to disability and other justice-seeking communities’ desire to access the arts. Across Turtle Island (North America), RP is becoming the “gold standard” for accessible performance arts, as sector norms evolve to demand accessibility and inclusion, prompting a desire for RP training in higher education. The upswell of interest raises concerns that RP is at risk of becoming an increasingly sought-after pedagogical commodity whose vitality could be co-opted in the interests of standardization and universality. Taking up RP as a justice-driven arts intervention, the article argues for maintaining RP’s vitality in the face of access standardization. Drawing on RPs at three universities, the article describes the affective potential of non-standardized and crip theory-informed RP now and in the future. We acknowledge that the research described in this paper took place on Turtle Island in the traditional territories of the Anishinaabe and treaty lands of the Mississaugas of the Credit, members of the Three Fires Confederacy. Much of this work focuses on the concept of disability, which is understood in multiple ways, including as a colonial term that conflicts with Indigenous perspectives and is too-often imposed upon Indigenous people who experience mindbody difference (Ineese-Nash). We thank our principal funders British Council Canada and the Social Sciences and Humanities Research Council of Canada Partnership Grant Program (# 895-2016-1024). We especially thank the students, professors, practitioners, and Access Activators (trainers) who generously gave of their time and talents. Article in Journal/Newspaper anishina* University of Guelph: DSpace digital archive Canada Nash ENVELOPE(-62.350,-62.350,-74.233,-74.233) Turtle Island ENVELOPE(-65.845,-65.845,-66.061,-66.061) Journal of Literary & Cultural Disability Studies 16 2 179 196 |
institution |
Open Polar |
collection |
University of Guelph: DSpace digital archive |
op_collection_id |
ftunivguelph |
language |
English |
topic |
Relaxed Performance vitality affect crip theory |
spellingShingle |
Relaxed Performance vitality affect crip theory Collins, Kimberlee Jones, Chelsea Temple Rice, Carla Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts |
topic_facet |
Relaxed Performance vitality affect crip theory |
description |
Relaxed Performance (RP) has emerged as an arts-based praxis implemented across sectors in response to disability and other justice-seeking communities’ desire to access the arts. Across Turtle Island (North America), RP is becoming the “gold standard” for accessible performance arts, as sector norms evolve to demand accessibility and inclusion, prompting a desire for RP training in higher education. The upswell of interest raises concerns that RP is at risk of becoming an increasingly sought-after pedagogical commodity whose vitality could be co-opted in the interests of standardization and universality. Taking up RP as a justice-driven arts intervention, the article argues for maintaining RP’s vitality in the face of access standardization. Drawing on RPs at three universities, the article describes the affective potential of non-standardized and crip theory-informed RP now and in the future. We acknowledge that the research described in this paper took place on Turtle Island in the traditional territories of the Anishinaabe and treaty lands of the Mississaugas of the Credit, members of the Three Fires Confederacy. Much of this work focuses on the concept of disability, which is understood in multiple ways, including as a colonial term that conflicts with Indigenous perspectives and is too-often imposed upon Indigenous people who experience mindbody difference (Ineese-Nash). We thank our principal funders British Council Canada and the Social Sciences and Humanities Research Council of Canada Partnership Grant Program (# 895-2016-1024). We especially thank the students, professors, practitioners, and Access Activators (trainers) who generously gave of their time and talents. |
format |
Article in Journal/Newspaper |
author |
Collins, Kimberlee Jones, Chelsea Temple Rice, Carla |
author_facet |
Collins, Kimberlee Jones, Chelsea Temple Rice, Carla |
author_sort |
Collins, Kimberlee |
title |
Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts |
title_short |
Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts |
title_full |
Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts |
title_fullStr |
Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts |
title_full_unstemmed |
Keeping Relaxed Performance Vital: Affective Pedagogy in the Arts |
title_sort |
keeping relaxed performance vital: affective pedagogy in the arts |
publisher |
Liverpool University Press |
publishDate |
2022 |
url |
https://hdl.handle.net/10214/27007 https://doi.org/10.3828/jlcds.2022.14 |
long_lat |
ENVELOPE(-62.350,-62.350,-74.233,-74.233) ENVELOPE(-65.845,-65.845,-66.061,-66.061) |
geographic |
Canada Nash Turtle Island |
geographic_facet |
Canada Nash Turtle Island |
genre |
anishina* |
genre_facet |
anishina* |
op_relation |
Collins, K., Jones, C. T., & Rice, C. (2022). Keeping Relaxed Performance vital: Affective pedagogy in the arts. Journal of Literary & Cultural Disability Studies, 16(2), 179–196. https://doi.org/10.3828/jlcds.2022.14 https://hdl.handle.net/10214/27007 https://doi.org/10.3828/jlcds.2022.14 |
op_rights |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
op_doi |
https://doi.org/10.3828/jlcds.2022.14 |
container_title |
Journal of Literary & Cultural Disability Studies |
container_volume |
16 |
container_issue |
2 |
container_start_page |
179 |
op_container_end_page |
196 |
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1787422510642364416 |