call for papers – Aesthetic Learning processes and Togetherness

Deadlines

1^st of June 2022 – submission of papers

30^th of June 2022 – feedback from the committee and conference registration

1^st of September – submission of revised papers, if applicable

30^th of September – final session plan

Researchers, Ph.D. fellows and Master students

The pair otherness-togetherness serves as our conceptual point of entry to this highly complex and dynamic collective dimension. Being together and being apart, being included and being excluded, to be or not to be ignored are fundamental and difficult to handle experiences that can serve to unlock great potentials or cast both learners and teachers into a dark place. More than that, being on the outside, on the edge of something can also be positive and right. Which position is more controversial in today’s society? We want to encourage asking difficult questions with no clear-cut answers and will provide an open and respectful forum to discuss these.

Submission: Abstract, 350 words, pdf format, to joanna.magierecka@usn.no.

Mail subject: ALT call for papers.

Papers presented at the conference will be published in the journal DRAMA if the authors wish to do so. The editorial staff of the journal and the scientific committee will consider the papers in continuation of the conference. The final agreement will shortly be finalized. Drama and Theatre Pedagogues will in this way become an important partner working towards a broad approach to aesthetical learning processes, as the issues of the journal planed in the nearest future will include this topic as well.

Otherness and togetherness as a topic can be explored in different ways, as aesthetic forms of expression and performative modes of engagement. Aesthetic learning processes can create, explore, and challenge understandings of otherness and togetherness. We understand aesthetic learning processes in this context as collective, creative, bodily, affective, as well as cognitive processes. Through collective aesthetic learning processes, otherness and togetherness can be created and felt. Negotiations of exclusion and inclusion encompass feelings and affect, practical, actual, visible and invisible aspects; desire, disgust, being destructive, productive, with others, alone, creating community. We wish to highlight that the whole self, body, attitudes, thoughts, skin and heart are being engaged with and involved in aesthetic learning processes.

Topics

The following sample of possible topics is intended to show the scope of different themes that can be addressed in a non-exclusive way. At the same time, they should in one way or another address the concepts of otherness and-or togetherness.

How can art and artistic practices influence aesthetic learning processes?
Which ethical perspectives, considerations and implications do apply to aesthetic learning processes?
How can terms and concepts such as empathy and affect manifest themselves in aesthetical learning processes?
How do performative and embodied modes of engagement influence our understanding of aesthetic learning processes?
Which possibilities and risks does technology and the digital present in aesthetic learning processes?
How can we better understand the relation between collective and individual perspectives?
How can aesthetic learning processes create insight into and contribute to the formative process (Bildung) of children and young adults?

Requirements

Please send an abstract describing both format and content of your presentation. You can include questions that you want to address yourself and/or discuss with the audience. Take care to include a title for your presentation, technical requirements as well as description of suggested format of presentation. Max 350 words.

The presentation should follow one of the following formats. (Please contact us beforehand if you have a different format in mind or if you wish for us to facilitate the dialog).

Scientific paper: 20 minutes + 10 minutes for dialog with the audience. We can provide a facilitator for the last part.

2. Performance lecture: 20 minutes + 10 minutes for dialog with the audience. We can provide a facilitator for the last part.

Using a performance space which fuses aspects of performative modes of engagement, of visual and other media disciplines as well as theoretical perspectives.

3. Collaborative based lecture: 30 minutes. The researcher presents the research question through a short scientific lecture 10 minutes.

Additionally, the researcher explores the research question through either a round table where participants exchange feedback, ideas, and questions. An assertion can be highlighted in this format, allowing different and diverging positions in the discussion. 20 minutes

or collaborative exploration where the research question is presented through an aesthetic framing, using participatory strategies, and devising content through different modalities. 20 minutes

Scientific Comitee, University of South-Eastern Norway

Lars Frers, professor at Faculty of Humanities, Sports and Educational Science, Department of Culture, Religion and Social Studies

Tone Cronblad Krosshus, associate professor, Faculty of Humanities, Sports and Educational Science, Department of Visual and Performing Arts Education

Ingvild M. Birkeland, emerita, associate professor, Faculty of Humanities, Sports and Educational Science, Department of Visual and Performing Arts Education

Elin Bøen-Olsen, ph.d. research fellow, Faculty of Humanities, Sports and Educational Science, Department of Educational Science

Joanna Magierecka, associate professor, Faculty of Humanities, Sports and Educational Science, Department of Visual and Performing Arts Education

The conference is intended to be a space that allows participants to flourish through respectful, inclusive and equitable treatment of others sharing professional information, knowledge and ideas and will follow a professional code of conduct.