Mostrar el registro sencillo del ítem

dc.contributor.authorHermans, Sef
dc.contributor.authorMacdevitt, Patrick
dc.contributor.authorPomés Jiménez, Beatriz
dc.contributor.authorSaenz Abarzuza, Igor
dc.date2021
dc.date.accessioned2024-05-03T09:02:01Z
dc.date.available2024-05-03T09:02:01Z
dc.identifier.citationHermans, S., MacDevitt, P., Jiménez, B. P., & Abarzuza, I. S. (2021). Extending non-professional performative projects: Integrating research-through-practice. In El devenir de las civilizaciones: interacciones entre el entorno humano, natural y cultural (pp. 1563-1587). Dykinson.es_ES
dc.identifier.isbn9788413773247
dc.identifier.urihttps://reunir.unir.net/handle/123456789/16481
dc.descriptionEs un capítulo de: Guidobono, S. O. (2021). El devenir de las civilizaciones: interacciones entre el entorno humano, natural y cultural. Dykinson.es_ES
dc.description.abstractIn educational settings, non-professional performative projects have been used as a tool to help participants gain insights and valuable knowledge. Likewise, post-graduate professionals engage in research-through-practice, using reflective techniques in an investigative inquiry of performance, searching for knowledge and a more profound understanding of the processes at play from a creative performative perspective. So how can participants benefit from non-professional projects? What gains can be made through combining research-through-practice with non-professional performa- tive endeavors? What specific methods and techniques can be useful in developing awareness and experiential knowledge? At the University of Navarra (Spain), Escuela Técnica Superior de Arquitectura y Di- seño (ETSAUN), Dr. Sef Hermans and Dr. Juan Luis Roquette worked with 36 fourth-year Design students in his class, “Scenography, a Creative and Performative Guide to Performance and Stage Design.” In small groups, students designed and per- formed their own modern scenography based on 19th century operas in a performative trailer. Alongside the benefits of collaborative experience, the class allowed students to explore aspects of design from a performative perspective. In this chapter, we consider potential benefits of such endeavors. Participants of Dr. Hermans’ class and other non-professional performative projects reported a variety of learning outcomes. Assessed aside research-through-practice investigations, we show how these non-professional performative programs may extend student experiences by integrating research-through-practice techniques.es_ES
dc.language.isoenges_ES
dc.publisherDykinsones_ES
dc.relation.urihttps://www.dykinson.com/libros/el-devenir-de-las-civilizaciones-interacciones-entre-el-entorno-humano-natural-y-cultural/9788413773247/es_ES
dc.rightsopenAccesses_ES
dc.subjectresearch through practicees_ES
dc.subjectpractice-based researches_ES
dc.subjectperformancees_ES
dc.subjectcreativityes_ES
dc.subjectdesignes_ES
dc.subjectperformativityes_ES
dc.subjecttransdisciplinarityes_ES
dc.subjectartistic researches_ES
dc.titleExtending non-professional performative projects: integrating research-through performancees_ES
dc.typebookPartes_ES
reunir.tag~OPUes_ES


Ficheros en el ítem

Thumbnail

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem