title: Three Illuminated Videos

authors: Barrett, Kyle

abstract: Kyle Barrett, “Illuminated: Antisyzygy” (8:40) — Blending film and painting, the video postulates several questions arising from the COVID-19 pandemic via the notion of “antisyzygy” or the in-between state in which, globally, society has found itself. Ilona Krawczyk, “More than one voice” (10:00) — Why do I feel connected to something which is beyond me, which comes from the past, which I don’t understand? But there are those moments of unconsciousness that come out. Charlotta Grimfjord Cederblad, “Preparation” (10:17) — This video is an observation of what we prepare for when we prepare for performance, of how we prepare for the fact that we soon will be watched, of how we imagine that we are being watched and of what happens with the body when we think that no one is watching.

text: Three Illuminated Videos Kyle Barrett, “Illuminated: Antisyzygy” (8:40) — Blending film and painting, the video postulates several questions arising from the COVID-19 pandemic via the notion of “antisyzygy” or the in-between state in which, globally, society has found itself. Ilona Krawczyk, “More than one voice” (10:00) — Why do I feel connected to something which is beyond me, which comes from the past, which I don’t understand? But there are those moments of unconsciousness that come out. Charlotta Grimfjord Cederblad, “Preparation” (10:17) — This video is an observation of what we prepare for when we prepare for performance, of how we prepare for the fact that we soon will be watched, of how we imagine that we are being watched and of what happens with the body when we think that no one is watching.

year: 2021

title: The power of reflection in the creative process of making a new site-specific dance work.

authors: Cheesman, Sue

abstract: This article focuses on feedback given by dancers and invited critical peers as part of my choreographic process for creating a new site-specific dance work Curiously Quirky Invasion,  from  March  to  May  2014  in  the  grounds  of  the  University  of  Waikato, Kirikiriroa Hamilton, Aotearoa New Zealand. In particular I focus on an analysis of the feedback, and interrogate the complex ideas and multiple dialogues generated from the ways dancers and peers responded to what they had seen and experienced in the work. More specifically I examine how these responses filtered through my reflections, influenced  and  affected  my  pedagogical  practice  and  the  development  of  the choreography going forward,and how meaningful engagement with this feedback was embraced  in  relation to  the  development  of  this  site-based  dance.  Finally,  the surprises  and  sense  of  empowerment  this  feedback  engendered  will  be  highlighted,concluding with how this translated into the final dance piece.

text: The power of reflection in the creative process of making a new site-specific dance work. This article focuses on feedback given by dancers and invited critical peers as part of my choreographic process for creating a new site-specific dance work Curiously Quirky Invasion,  from  March  to  May  2014  in  the  grounds  of  the  University  of  Waikato, Kirikiriroa Hamilton, Aotearoa New Zealand. In particular I focus on an analysis of the feedback, and interrogate the complex ideas and multiple dialogues generated from the ways dancers and peers responded to what they had seen and experienced in the work. More specifically I examine how these responses filtered through my reflections, influenced  and  affected  my  pedagogical  practice  and  the  development  of  the choreography going forward,and how meaningful engagement with this feedback was embraced  in  relation to  the  development  of  this  site-based  dance.  Finally,  the surprises  and  sense  of  empowerment  this  feedback  engendered  will  be  highlighted,concluding with how this translated into the final dance piece.

year: 2020

title: Outdoor learning in Aotearoa New Zealand: voices past, present, and future

authors: Cosgriff, Marg

subjects: culture

abstract: Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

text: Outdoor learning in Aotearoa New Zealand: voices past, present, and future Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

year: 2012