Provocation three: from space to (embodied) place: a manifesto for sensory learning In site-specific practices

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Utilising the specificity of a site has potential application in the teaching of art and performance as it forges an “affective bond between people and place and setting” (Tuan, 1974:4). In foregrounding the untapped potential of human senses, site acts as co-constructor of meaning and understanding for the learner. This provocation argues for a performative pedagogy in which the lesser used senses of smell, touch and taste become powerful tools in the evocation of memories, embedded deep in the body and asserts that olfactory, tactile and gustatory responses to a learning environment can facilitate deep learning experiences and empower learners to map their own physical and virtual learning journeys based on sensory responses and judgements.
Original languageEnglish
Title of host publicationLeap into Action
Subtitle of host publicationCritical Performative Pedagogies in Art & Design Education
EditorsLee Campbell
Place of PublicationNew York
PublisherPeter Lang
Pages165-167
Number of pages3
ISBN (Electronic)9781433166426, 9781433166419
ISBN (Print)9781433166402
Publication statusPublished - 30 Nov 2019

Keywords

  • Site Specific
  • Pedagogy
  • Sensory

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    Layton, J. (2019). Provocation three: from space to (embodied) place: a manifesto for sensory learning In site-specific practices. In L. Campbell (Ed.), Leap into Action: Critical Performative Pedagogies in Art & Design Education (pp. 165-167). Peter Lang. https://www.peterlang.com/view/title/70799?format=HC