Follow the Crooked Path to collaboration and co-creation
Lead Author: Becky Hartnup
Additional authors: Carina Buckley
Timetable: ,
Description:
Explore physical theatre approaches to devising and collaboration and reflect on their application to pedagogy and practice.
Co-creation and collaboration are valuable tools in higher education, for both staff and students alike. But, trust can only emerge when one person is willing to be vulnerable with another, in a process of mutual reciprocity. This is a crucial starting point for any working relationship but how do we let go of our egos and anxieties, embracing trust so we can co-create, collaborate and work in groups effectively.
We draw on the devising approach used by the groundbreaking Frantic Assembly physical theatre company. The Frantic Method is designed to help us break out of our usual patterns by allowing us to tap into the confidence, personalities and histories of those we collaborate with, through a series of tasks and activities designed to pursue open questions, test options, reflect on their impact, and explore without risk of (self-)judgement. It allows leaders to and participants to confidently explore, without needing a clear end point, and to be surprised by their discoveries.
First delegates have the opportunity to learn about key Frantic concepts such as building blocks, challenging presumptions, and following the ‘crooked path’, which all empower groups to create complex work by supporting discovery and exploration without the assumption of a ‘correct’ answer. Together they will create a short piece of unique theatre through physical theatre devising activities used on professional shows. This will take a recognised ‘consent forward’ approach to ensure that delegates are comfortable with each step in the process and take best practice back into their own organisation.
Then we reflect on this type of relational and embodied learning to consider how teaching and learning is a series of crooked paths, each one calling us to adapt, notice change, and explore. When we do that with others, we can feel more confident in letting go of authority and opening ourselves up to the possibilities of reciprocal learning. We challenge delegates in a safe and trustful environment to consider what presumptions they might make about their students and themselves, what scaffolding they might to put in place to allow students to find their own way, or determine the destination, to move forward in their projects and ambitions.
This activity is inclusive. Please advise us in advance of any accommodations required so that we can thoughtfully adapt the session accordingly.
References, web links and other resources:
This practice-led approach does not reject preparation or planning, but rather provides a space for the emergence of something as-yet unconsidered that is meaningful for all participants.
Felten, P., Forsyth, R. and Sutherland, K.A. (2023). “Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education.” Teaching & Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.20
Follow the Crooked Path to collaboration and co-creation
Lead Author: Becky Hartnup
Additional authors: Carina Buckley
Timetable: ,
Description:
Explore physical theatre approaches to devising and collaboration and reflect on their application to pedagogy and practice.
Co-creation and collaboration are valuable tools in higher education, for both staff and students alike. But, trust can only emerge when one person is willing to be vulnerable with another, in a process of mutual reciprocity. This is a crucial starting point for any working relationship but how do we let go of our egos and anxieties, embracing trust so we can co-create, collaborate and work in groups effectively.
We draw on the devising approach used by the groundbreaking Frantic Assembly physical theatre company. The Frantic Method is designed to help us break out of our usual patterns by allowing us to tap into the confidence, personalities and histories of those we collaborate with, through a series of tasks and activities designed to pursue open questions, test options, reflect on their impact, and explore without risk of (self-)judgement. It allows leaders to and participants to confidently explore, without needing a clear end point, and to be surprised by their discoveries.
First delegates have the opportunity to learn about key Frantic concepts such as building blocks, challenging presumptions, and following the ‘crooked path’, which all empower groups to create complex work by supporting discovery and exploration without the assumption of a ‘correct’ answer. Together they will create a short piece of unique theatre through physical theatre devising activities used on professional shows. This will take a recognised ‘consent forward’ approach to ensure that delegates are comfortable with each step in the process and take best practice back into their own organisation.
Then we reflect on this type of relational and embodied learning to consider how teaching and learning is a series of crooked paths, each one calling us to adapt, notice change, and explore. When we do that with others, we can feel more confident in letting go of authority and opening ourselves up to the possibilities of reciprocal learning. We challenge delegates in a safe and trustful environment to consider what presumptions they might make about their students and themselves, what scaffolding they might to put in place to allow students to find their own way, or determine the destination, to move forward in their projects and ambitions.
This activity is inclusive. Please advise us in advance of any accommodations required so that we can thoughtfully adapt the session accordingly.
References, web links and other resources:
This practice-led approach does not reject preparation or planning, but rather provides a space for the emergence of something as-yet unconsidered that is meaningful for all participants.
Felten, P., Forsyth, R. and Sutherland, K.A. (2023). “Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education.” Teaching & Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.20