Abstract
This creative nonfiction dramatic scene is set at an academic conference after a formal peer response to Memories that Matter: Elders’ Narratives of Love and Loss, the morning before its official screening at a national academic film festival. The film, derived from the verbatim excerpts of open-ended narratives with elders experiencing memory loss, was created through an upper-level applied learning course as part of the professor’s research and teaching agendas. The dialogue between the professor/director and student performer illuminates the ongoing tensions between acting versus performing; film versus live productions; performance ethnography versus narrative cinema; academic versus community audiences; and applied learning pedagogy versus artistic research methodology.
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Notes
- 1.
See Chapter 5 for character introductions.
References
Dolan, J. (2001). Performance, Utopia, and the “Utopian Performative”. Theatre Journal, 53(3), 455–479.
LeVan, M. (2012). The Digital Shoals: On Becoming and Sensation in Performance. Text and Performance Quarterly, 32(3), 209–219.
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Scott, JA. (2018). Chapter 8: Can Rigorous Research Be for the Masses? A Second Student/Teacher Debrief. In: Embodied Performance as Applied Research, Art and Pedagogy. Creativity, Education and the Arts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63661-0_9
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DOI: https://doi.org/10.1007/978-3-319-63661-0_9
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