June 03, 2005
PERFORMANCE ART EDUCATION
Performing Identity
Performance artist, art educator and Franklin Furnace Alumn Dahn Hiuni has completed new research in a doctoral dissertation titled PERFORMING IDENTITY: THE POLITICS AND PEDAGOGY OF WITNESSING THE SELF.
ABSTRACT: Within the heritage of Western art, an historical shift has occurred with respect to representations that address the self. The traditional self-portrait, dominant in the modernist era, has in recent years given way to the postmodern practice of performance art. This study examines performance art as a means of exploring identity. In particular, it investigates the unique strategies that performance artists utilize to interrogate the social, cultural and political forces that construct identity and thus bear upon subjectivity. At the same time, of equal interest to this inquiry is a discrepancy that seems to exist between such contemporary practices and the field of art education. For an exploration of the latter reveals that current pedagogies remain largely faithful to earlier traditions.
Drawing on the work of postmodern and poststructuralist theorists, developmental psychologists, critical educators, contemporary performance artists and age-appropriate students, the study formulates a three-pronged theoretical hypothesis in order to explain this historical shift. The conjecture consists of the following: first, identity may be viewed more accurately as performative; second, giving and witnessing testimony has political and pedagogical implications, and; third, such practices generates criticality, which in turn cultivate personal agency. Central to the verification of this hypothesis, the author presents an original work of performance, analyzing the ways in which it corroborates itThrough this combination of methodologies, the study finds that, because of its unique use of the body as a site of discourse, and due to its ability to pose rhetorical metaphors that elicit greater criticality, performance art may yield a richer art of identity. Because of these uniquenesses, the study further finds that performance art may bear particular relevance for adolescents and young adults. As this population is known to grapple with specific issues surrounding identity formation-including race, gender, religion, sexual orientation and other forms of difference-an emphasis on performance art may constitutes particularly valuable pedagogy. For through it, students examine, verbalize, critique and renegotiate their perceived discordances within their respective socio-political realities, and thus are likely to cultivate a greater sense of agency. The study concludes that such findings expand the possibilities of an art of identity, beyond those afforded by traditional strategies. As such, it recommends that these findings be incorporated into current art education studio pedagogy.
Dahn Hiuni may be reached at dahnhiuni[at]aol.com
Posted by jo at June 3, 2005 09:08 AM
