Analogies between teaching and performance have recently emerged in educational literature, but with a reductive, actor-centered perspective that diminishes the complexity of both performative and instructional phenomena. This article reconceptualizes performance as a generative metaphor for educational research based on theoretical and methodological points of contact between instructional communication and performance studies. It asks which aspects of educational experience open themselves up to performance-centered research and explores issues around which new research agendas can be developed in both disciplines.
This production reflection describes the aesthetic and conceptual logics that informed a staging of Heavier than Air at Southern Illinois University. I take up the metaphor of “open hands” with which artists share and shape each others' stage work in order to reflect upon and rationalize the scripting and staging choices we made.
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