During the COVID-19 pandemic, theatre groups and companies started massively providing online (filmed) versions of their productions. Theatre performances, live-streamed or recorded, have been shown online before, but mostly as a supplementary strategy, assisting the promotion of a live performance, not as a cultural trend per se, nor to the massive extend it has been happening during the pandemic. However, the consumption of this sort of online content, as this is literally what becomes anything posted on the web’s hypertextual multimedial selves, cannot occur without consideration of the potential implications and side effects. What exactly is it we are watching on our screens, why is it marketed as theatre and performance, and why do we consume it as such? In the paper, the Phelan/Auslander debate is revisited, as this eradication of the distinction between the live and the mediatized may indicate performance’s crucial shift away from independence towards technological, economical and linguistic dependence from mass reproduction. However, before lightheartedly welcoming this hybridity of massively experiencing online performances, which springs out from the collision between live performance (art) and web content (creativity), it is worth considering welcoming first digital performance hybrids emerging within and in between the medial restrictions imposed by the pandemic. These bold, experimental, participatory, ‘transparent’ intermedial forms of expression may prove out to be a source of strength in times of crisis.
The purpose of this study is to map the medicalisation of learning difficulties in the remote and mountainous areas in Chania Prefecture, Crete, when pupils are referred to Diagnostic Institutes to be assessed and possibly receive a learning difficulty diagnosis. It provides evidence on the fact that the learning difficulties identification procedure tends to be individually oriented and to neglect contextual dimensions, as well as the interactions between them, particularly in light of the consequences of the socioeconomic crisis in Greece. The remote and mountainous areas in Chania Prefecture, Crete, serve as a case study. Educational documents, archives, newspapers, and laws are examined, and six semi-structured interviews are conducted and analysed. The analysis yields two core themes: a. Exaggerated diagnoses: a compensatory tool and b. The emergence of the environment of the contexts: the impacts of the socioeconomic crisis. As an outcome of the analysis, it occurs that the medicalisation of learning difficulties appears to impose an obstacle to the detection of the deeper systemic, social, and political causes of these difficulties. It may also fail to sufficiently address the needs of the involved parts, namely pupils, parents, and schools. Given the implications arising from the study that indicate the systemic nature and influences of learning difficulties, the necessity for a transition towards a bioecological approach is discussed.
In the following paper, the case of Experiments in Automatic Writing, a festival-project that took place in October 2011 at Fournos Centre for Digital Culture in Athens, Greece, and involved collabora-tive writing and performance with the use of digital media, is presented and discussed. The project lasted for 4 days and involved 42 writers, playwrights, journalists, artists, poets, chat users, performers, actors, musicians, a visual artist and a chat bot. The article reflects on the so-cial, theoretical, writing and performative circumstances that gave rise to the project as well as its intentions and outcomes. By analyzing in depth the project, a reflective contribution to the field of digitally enhanced performance and theatre gamification practices is intended, from the point of view of the designer of the event as well as that of the practitioner. Some suggestions are made with regards to possible future uses of the methodology developed within the project framework in the arts and education sectors.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.