ABSTRACT

In this article I inquire into choreographic-pedagogic stop-moments, identified through bodily felt intensities and affects, in the Bird project. The Bird project was a collaborative dance project that took place in an elementary school in Norway in 2020, where, as a choreographer-researcher-teacher, I cooperated with the teachers and pupils in the third grade. I bring out my own doubts and preconceptions from former choreographic projects as a starting point for the inquiry and ask: How do stop-moments from the collaborative Bird project work perform my emerging practice as choreographer-researcher-teacher? I explore this question inspired by the methodology of a/r/tography and performative inquiry, as well as the theoretical landscape of agential realism and the expanded notion of choreography. The diffractive analysis of two affective and bodily felt stop-moments has led to the creating of entanglements between theory and practice in choreography, research, and teaching, which expands my emerging practice as a choreographer-researcher-teacher.

摘要

在这篇文章中，我探讨了在 Bird 项目中通过身体感受强度和影响识别的舞蹈教学停顿时刻。Bird 项目是 2020 年在挪威的一所小学开展的协作舞蹈项目，我作为编舞者-研究者-教师与三年级的老师和学生合作。我从以前的编舞项目中提出自己的疑虑和先入之见，作为调查的起点，并提出疑问：合作的 Bird 项目工作中的停止时刻如何执行我作为编舞-研究-教师的新兴实践？我在 a/r/tography 和表演性探究的方法论以及代理现实主义的理论景观和编舞的扩展概念的启发下探讨了这个问题。