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

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.