東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Queering ourselves: Performance as a...

Washington, Garnell E.

Linked to FindBook

Google Book

Amazon

博客來

Queering ourselves: Performance as a site for learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Queering ourselves: Performance as a site for learning./
Author:	Washington, Garnell E.
Description:	222 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4271.
Contained By:	Dissertation Abstracts International66-12A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3202533
ISBN:	9780542475832

Queering ourselves: Performance as a site for learning.
Washington, Garnell E.

Queering ourselves: Performance as a site for learning. - 222 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4271.

Thesis (Ph.D.)--The Pennsylvania State University, 2005.

The following study examines learning communities that are involved with art. It is an investigation of culture in action and community as interactivity. Here learning and culture are both examined "as" performance, as a happening only understood in hindsight, as an event that becomes known through experience. By employing queer criticism, I engage in a process of re-considering, re-investigating, and re-examining what I thought was familiar about the cultures that are near me. In this study I ask how various performances of my art classroom are and are not related to one another.

ISBN: 9780542475832Subjects--Topical Terms:

1018432
Education, Art.

Queering ourselves: Performance as a site for learning.
LDR:03333nmm 2200313 4500 001 1826414
005 20061218092626.5
008 130610s2005 eng d
020 $a 9780542475832
035 $a (UnM)AAI3202533
035 $a AAI3202533
040 $a UnM $c UnM
100 1 $a Washington, Garnell E. $3 1915378
245 1 0 $a Queering ourselves: Performance as a site for learning.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4271.
500 $a Adviser: Yvonne M. Gaudelius.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2005.
520 $a The following study examines learning communities that are involved with art. It is an investigation of culture in action and community as interactivity. Here learning and culture are both examined "as" performance, as a happening only understood in hindsight, as an event that becomes known through experience. By employing queer criticism, I engage in a process of re-considering, re-investigating, and re-examining what I thought was familiar about the cultures that are near me. In this study I ask how various performances of my art classroom are and are not related to one another.
520 $a In this report queer theory is combined with performance theory to articulate alternative notions of subjectivity. The combination of queer and performance theory is useful because it forces knowledge to be understood as activity. On the one hand queering is about the use of direct address to gain insight through the inclusion of the other. And, on the other hand, performance theory is about the development of subjectivity through critical reflections on what has been done. In the space of performance art new meanings for the relationships between subjects can erupt. This work with queering and performance is an attempt to understand how experiences of difference can be used as sites for learning in the art classroom. The intention of this paper is to push us to find those queered points of engagements between ourselves and the students, the curriculum and our experiences in the world. It must be understood however that knowing is always difficult because it is the learned application of a particular relationship to a subject. There is nothing that we just "know."
520 $a All of the events cited in this writing come from performance works done in and around my university art classes. This dissertation explores how performance art undertakes the process of decontextualizing concepts, ideas, or observations in order to recombine them into new ways of perceiving and including the other in the body of the self. Here it is argued that with the use of performance, the artist and audience, teacher and student, or author and reader can be queerly re-positioned so that they both feel as though their presence matters in conversation.
520 $a Specifically, this study mixes ideas from critical theory, race criticism, and feminist pedagogy with practices of performance pedagogy. (Abstract shortened by UMI.)
590 $a School code: 0176.
650 4 $a Education, Art. $3 1018432
650 4 $a Fine Arts. $3 891065
690 $a 0273
690 $a 0357
710 2 0 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 66-12A.
790 1 0 $a Gaudelius, Yvonne M., $e advisor
790 $a 0176
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3202533