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ABSTRACT
Recent proliferation of participatory performance forms has prompted debate on the agency of participants. Consideration of agential potential must go beyond the enactment of the work, however, to assess how participatory experiences can be self-documented and how such records may inform artistic pedagogy. Through discussion of a creative learning project on live action role-play design, facilitated by the author in 2018, pedagogy is reconceived as a curatorial practice that provides frameworks for co-creative learning. Self-documentations of play experiences can, subsequently, be understood as gifts that extend the agency of participants, calling for reciprocal responses from new generations of players.
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No potential conflict of interest was reported by the author(s).
Notes
1 To maintain confidentiality, I use pseudonyms for all participants mentioned in this article.
2 All participants signed consent forms giving permission for anonymised documentation material concerning their involvement in this study to be used in publications. The doctoral research of which this study was part was granted ethical approval by the Research Ethics Committee of the Faculty of Humanities and Social Sciences at Newcastle University in March 2017.
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Notes on contributors
Jamie Harper
Jamie Harper is an active member of the Nordic Larp (live action role-play) community and has presented larps at festivals including Blackbox Copenhagen and Minsk Larp Festival. He recently completed a practice-led PhD in participatory performance at Newcastle University and currently works as Senior Research Fellow in Participatory Arts at De Montfort University.