Fourteenth International Conference on the Arts in Society

Abstract

The research aims to investigate the ways in which a live art practice may be considered as a pedagogic experience. It may reveal new understandings of the potential role of live-art in secondary education and examines the tensions which underpin the inclusion of a radical practice in the education system. It will be underpinned by a radical constructivist epistemology and wishes to inform the development of a critical pedagogical framework under the light of performance study. The methodology I employed in this research follows a triangulation model integrating practice, theory and self-reflexivity. It takes a qualitative approach, using elements of auto-ethnography, ethnography and action research to include interviews, a focus group with artists and teachers, and participants- The project is set as an artist residency in secondary school to involve students in live art activities. During this time, discussions around the topics of Identity and Inter-subjectivity will generate actions that are reflected upon as metacognitive processes. The paper will present D-DARE as a Dialogic, Disruptive, Artistic, Reflexive Exploration, as an emerging methodology that is designed and refined through the process of research. I will present the first findings generated by action research and interviews. It will reveal the possible ways DARE may contribute to young people’s developmental process. As an early stage researcher, the presentation of the paper will be an opportunity to generate peer reviews.