Creating Embodied Pedagogy
摘要
In the introduction to the script/essay/recipe for performance “Scotch & Soda,” our friend and colleague John LeBret explains that when he conceptualized the 2013 performance, Scotch & Soda, he established three key elements that would serve as the performance’s foundation. First was a conceptual framework that played with the elements of carbonation, a chemical reaction using pressure to dissolve CO2 gas, and/or heat of solution, the release or absorption of energy that occurs when mixing a solute and a solvent. Both elements are necessary to create the cocktail, scotch and soda. For John, the devised scenes had to embrace those concepts, either metaphorically or literally, to be part of the performance. The second element was the material constraints, the sets, props, costumes, space, and finances available, to create a performance. The third and final element was the cast that LeBret would work with. About the cast, John wrote, “I wanted to work with people on whom I could depend, with whom I could be vulnerable, and, above all, who would bring their own talents and perspectives to the project” (p. 376). On this last element, John was purposeful and selective, knowing that he had a vision, and he needed to rely on his cast in specific ways to realize his vision. This was, after all, a performance.