Abstract
This article presents arts-based action research on enhancing children’s creativity through affect within participatory performance art and performance pedagogy. The study hypothesis was that children’s creativity can be enhanced by affect experienced at a performance site. The purpose of the study was to investigate the impact of children’s involvement in artistic performance on their creativity at a performance site. The impact of interactions at the site, the co-participating children,and the involved artists were monitored on a daily basis to collect qualitative data, which were analyzed using a general inductive approach. Objective themes relating to the variables were retrieved from the collected data and assigned codes, concepts, and keywords extracted from photographs,video recordings, and observation notes. The case under investigation was the “Nomadic Radical Academy 2020: The Good, the Bad, and the Art”, which built on a pilot event held in 2019. This research concluded that performance art can have a social and creative impact during an art event through children’s participation and can be used by performance artists and educators.
Highlights
Participatory performance art as social sculpture has been used as a tool for developing the creative potential of participants in art educational contexts since the early 1970s (Moore, 2009)
The children were divided according to roles, with one child being used as a model and two to three children working with tape or tape and paper
The definition of performance pedagogy is based on Fluxus pedagogy and focuses on playfulness, a flat structure of interactions, and the active involvement of participating children in decision-making (Griniuk, 2020a), which creates a non-evaluative environment for them (Treffinger et al, 1983)
Summary
Participatory performance art as social sculpture has been used as a tool for developing the creative potential of participants in art educational contexts since the early 1970s (Moore, 2009). Arts-based action research (ABAR) has been defined as a method of studying the impact of participatory performance art on the communities involved in art projects (Coghlan & Brydon-Miller, 2014). Tools are lacking to support artists and educators working with performance pedagogy and art education to engage young audiences in projects to enhance their creativity (Cropley, 2014; Chishti & Jehangir, 2014; Duffy, 2006). Arts-based action research on enhancing children’s creativity through affect
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