performance pedagogy, contemporary, architectural, education
The term “performance pedagogy” refers to a method of instruction in which the role of the instructor is one of a scholar-performer in a subverted classroom, implicating notions of theatricality and spectatorship. Evolving from the notion of the architect as a patron-master of an atelier to that of a generalist within a craftsmen workshop, contemporary architectural education practices should foster the notion of the architect as a scholar-performer through performance-based learning. However, current formal and spatial configurations of the architectural studio inhibit the potential for theatrical interplay and improved learning. The deterioration of performance pedagogy in contemporary educational practices, fostering one-on-one teaching models in the place of lecture-based teaching models, is detrimental to the intrinsic theatricality of architectural design education. As faculty increasingly seek to build closer, interpersonal relationships with students as mentors and consultants under a student-centered methodology, the classroom, in its traditional form, becomes inflexible and rigid. Hence, in renewing the encounter between the performer and the scholar, this thesis addresses the latent, theatrical merits of performance-based learning through the pedagogical and formal subversion of the traditional classroom. Through the adaptation of the Beaux Arts atelier, this thesis explores the intersection of surveillance and theatre typologies as a means of revolutionizing performance pedagogy in schools of architecture.
Hareli, Dana, "Perfomance Pedagogy" (2015). Architecture Senior Theses. Paper 299.
Syracuse School of Architecture 2015
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