Abstract
ABSTRACT In this article I inquire into choreographic-pedagogic stop-moments, identified through bodily felt intensities and affects, in the Bird project. The Bird project was a collaborative dance project that took place in an elementary school in Norway in 2020, where, as a choreographer-researcher-teacher, I cooperated with the teachers and pupils in the third grade. I bring out my own doubts and preconceptions from former choreographic projects as a starting point for the inquiry and ask: How do stop-moments from the collaborative Bird project work perform my emerging practice as choreographer-researcher-teacher? I explore this question inspired by the methodology of a/r/tography and performative inquiry, as well as the theoretical landscape of agential realism and the expanded notion of choreography. The diffractive analysis of two affective and bodily felt stop-moments has led to the creating of entanglements between theory and practice in choreography, research, and teaching, which expands my emerging practice as a choreographer-researcher-teacher.
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