Installation - Performance (BA)

Teachers: Lucille Calmel, Clyde Lepage

Different contents, techniques and forms are explored throughout the year:

> relationships to time, space, the public; connected spaces, urban and natural exteriors; text/ speech/ poetry (sound, visual, installation, reading/writing-performance,,,,); cyberperformances (cooking, memes, tutorials and other online phenomena); sciences and extensions machines / networks, digital; materials, objects; porosities with the performing arts / scenography (theatre, dance, music, circus,,,,,); some Wednesdays are left open, especially to themes, to the news.

> This proposal is likely to evolve according to the school's thematic axes, teaching needs and exchanges with members of the teaching staff.

General methodology

Throughout their journey, students have been brought into theoretical and practical contact with the many movements, currents, collectives and artists who have punctuated, influenced, or been influenced by, the stories of performance and installation.

Artistic disciplines, both within and outside the pedagogy of the school and other fields, can also be tested. Artistic references (installations, performances, interviews, reviews...) are also presented in the form of bibliography, video projections, audio listening, internet links...

- Knowledge and experience are composed of spontaneous research or over several sessions; the practices can take place in various spaces (indoor, outdoor, internet, with a public invited or not...).

- Various warm-up techniques allow awareness, concentration, imagination, and improvisation techniques (physical, vocal, media... related to space, time...) are used.

- Study of processes and critical thinking are widely emphasized in the work and, each course is provided with discussions, collective and personal feedback on the work seen or done.

- Role plays (jury protocols, interviews, interviews...) are experimented each year.

- Depending on the opportunities, invitations, outings and cultural and artistic visits may be considered.

- An inter-year group on the Internet is created to encourage exchanges, videos, articles, calls, outings...

- A course memo is sent to students at the end of each course.

Evaluation methods and criteria

Presence and involvement in the course. Quality of productions (exercises, installations and/or solo or group performances). Quad-monthly examination in the form of a written presentation of an artist's performance and/or installation, and traces and documents relating to a student's work.

Skills expected at the end of each quarter/year

Ability to perform and/or install solo or in a group, to respond to a context (place/event, space, audience, duration...), to develop a presence, an involvement of the body, and/or a plastic/sound/visual object, space, voice and/or text; understanding of issues and indications; improvised and/or written and/or protocol skills; engagement and/or risk taking.

B3

Evaluation methods and criteria

Presence and involvement in the course. Quality of productions (exercises, installations and/or solo or group performances). Quad-monthly examination in the form of a written presentation of an installation and/or performance by an artist, and traces and documents relating to a student's work.

Skills expected at the end of the quadrimester / year

Ability to perform an installation and/or performance solo or in a group, to respond to a context (place/event, space, audience, duration...), to develop a presence, an involvement of the body, and/or a plastic/sound/visual object, voice and/or text; understanding of issues and indications; improvised and/or written and/or protocol skills; engagement and/or risk taking. Critical analysis of productions. Development of personal work.